Genre and the Research Paper
Summary: This handout provides detailed information about how to write research papers including discussing research papers as a genre, choosing topics, and finding sources.
Contributors:Jack Raymond Baker, Allen Brizee
Last Edited: 2011-03-30 09:06:38
Research: What it is.
A research paper is the culmination and final product of an involved process of research, critical thinking, source evaluation, organization, and composition. It is, perhaps, helpful to think of the research paper as a living thing, which grows and changes as the student explores, interprets, and evaluates sources related to a specific topic. Primary and secondary sources are the heart of a research paper, and provide its nourishment; without the support of and interaction with these sources, the research paper would morph into a different genre of writing (e.g., an encyclopedic article). The research paper serves not only to further the field in which it is written, but also to provide the student with an exceptional opportunity to increase her knowledge in that field. It is also possible to identify a research paper by what it is not.
Research: What it is not.
A research paper is not simply an informed summary of a topic by means of primary and secondary sources. It is neither a book report nor an opinion piece nor an expository essay consisting solely of one's interpretation of a text nor an overview of a particular topic. Instead, it is a genre that requires one to spend time investigating and evaluating sources with the intent to offer interpretations of the texts, and not unconscious regurgitations of those sources. The goal of a research paper is not to inform the reader what others have to say about a topic, but to draw on what others have to say about a topic and engage the sources in order to thoughtfully offer a unique perspective on the issue at hand. This is accomplished through two major types of research papers.
Two major types of research papers.
Argumentative research paper:
The argumentative research paper consists of an introduction in which the writer clearly introduces the topic and informs his audience exactly which stance he intends to take; this stance is often identified as the thesis statement. An important goal of the argumentative research paper is persuasion, which means the topic chosen should be debatable or controversial. For example, it would be difficult for a student to successfully argue in favor of the following stance.
Cigarette smoking poses medical dangers and may lead to cancer for both the smoker and those who experience secondhand smoke.
Perhaps 25 years ago this topic would have been debatable; however, today, it is assumed that smoking cigarettes is, indeed, harmful to one's health. A better thesis would be the following.
Although it has been proven that cigarette smoking may lead to sundry health problems in the smoker, the social acceptance of smoking in public places demonstrates that many still do not consider secondhand smoke as dangerous to one's health as firsthand smoke.
In this sentence, the writer is not challenging the current accepted stance that both firsthand and secondhand cigarette smoke is dangerous; rather, she is positing that the social acceptance of the latter over the former is indicative of a cultural double-standard of sorts. The student would support this thesis throughout her paper by means of both primary and secondary sources, with the intent to persuade her audience that her particular interpretation of the situation is viable.
Analytical research paper:
The analytical research paper often begins with the student asking a question (a.k.a. a research question) on which he has taken no stance. Such a paper is often an exercise in exploration and evaluation. For example, perhaps one is interested in the Old English poem Beowulf. He has read the poem intently and desires to offer a fresh reading of the poem to the academic community. His question may be as follows.
How should one interpret the poem Beowulf?
His research may lead him to the following conclusion.
Beowulf is a poem whose purpose it was to serve as an exemplum of heterodoxy for tenth- and eleventh-century monastic communities.
Though his topic may be debatable and controversial, it is not the student's intent to persuade the audience that his ideas are right while those of others are wrong. Instead, his goal is to offer a critical interpretation of primary and secondary sources throughout the paper--sources that should, ultimately, buttress his particular analysis of the topic. The following is an example of what his thesis statement may look like once he has completed his research.
Though Beowulf is often read as a poem that recounts the heroism and supernatural exploits of the protagonist Beowulf, it may also be read as a poem that served as an exemplum of heterodoxy for tenth- and eleventh-century monastic communities found in the Danelaw.
This statement does not negate the traditional readings of Beowulf; instead, it offers a fresh and detailed reading of the poem that will be supported by the student's research.
It is typically not until the student has begun the writing process that his thesis statement begins to take solid form. In fact, the thesis statement in an analytical paper is often more fluid than the thesis in an argumentative paper. Such is one of the benefits of approaching the topic without a predetermined stance.
General Writing Resources
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The Writing Process
These OWL resources will help you with the writing process: pre-writing (invention), developing research questions and outlines, composing thesis statements, and proofreading. While the writing process may be different for each person and for each particular assignment, the resources contained in this section follow the general work flow of pre-writing, organizing, and revising. For resources and examples on specific types of writing assignments, please go to our Common Writing Assignments area.
Academic Writing
These OWL resources will help you with the types of writing you may encounter while in college. The OWL resources range from rhetorical approaches for writing, to document organization, to sentence level work, such as clarity. For specific examples of writing assignments, please see our Common Writing Assignments area.
Common Writing Assignments
These OWL resources will help you understand and complete specific types of writing assignments, such as annotated bibliographies, book reports, and research papers. This section also includes resources on writing academic proposals for conference presentations, journal articles, and books.
Mechanics
These OWL resources will help you with sentence level organization and style. This area includes resources on writing issues, such as active and passive voice, parallel sentence structure, parts of speech, and transitions.
Grammar
These OWL resources will help you use correct grammar in your writing. This area includes resources on grammar topics, such as count and noncount nouns, articles (a versus an), subject-verb agreement, and prepositions.
Punctuation
These OWL resources will help you with punctuation, such as using commas, quotation marks, apostrophes, and hyphens.
Visual Rhetoric
These OWL resources will help you understand and work with rhetorical theories regarding visual and graphical displays of information. This area includes resources on analyzing and producing visual rhetoric, working with colors, and designing effective slide presentations.
Media File Index
The resources in this section contain links to all the media files found on the Purdue OWL. In this section, you can click on links that will take you to a resource where you can view or download a PowerPoint presentation or workshop, sample paper, sample employment document, vidcast, podcast, or Flash movie.
Giving to the Purdue Writing Lab
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The Purdue University Writing Lab
The Writing Lab at Purdue University in West Lafayette, Indiana, had humble beginnings when Muriel Harris founded the Lab in 1976. It began as a one-room space with three consultants who worked with Purdue writers at any skill level. The Lab has grown to three rooms, with the addition of computer workstations, specialized writing services, two satellite locations in the Undergraduate Library and in Meredith Residence Hall, and the Online Writing Lab (OWL). The Writing Lab is more than a place for students to receive help with writing; it serves as a model for an international community of writing centers and composition scholars.
The Writing Lab tutors consist of Graduate Teaching Assistants who tutor writing in all subject areas, Undergraduate Teaching Assistants for first year-composition, and Business Writing Consultants for job search documents and professional writing assignments. Tutors work one-to-one with Purdue undergraduates and graduate students in 30-minute consultations. The Writing Lab also offers workshops covering a variety of topics, from the writing process to résumés and cover letters. Some workshops are designed specifically for the needs of ESL students, who also find the lab’s conversation groups and self-study materials helpful for improving their English language skills.
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The fund was established in honor of Muriel “Mickey” Harris, who founded the Writing Lab in 1976 and retired in May 2003. The fund recognizes the groundbreaking work Mickey achieved in building an international writing center community.
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Giving Directions
If you would like to make a tax-deductible contribution, please make checks payable to Purdue University, with The Writing Lab, OWL (Online Writing Lab), or Muriel Harris Tutor Development Fund in the memo line. Checks should be mailed to the following address:
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A Welcome from the Directors
Greetings from the Writing Lab at Purdue, and welcome to the new Writing Lab website! We have spent the past few semesters creating a new site to better assist you, our users, in finding information about our Lab.
As always, the center of our work is one-to-one tutorials with students. Our trained tutors assist all undergraduate and graduate students working on any writing project, in any stage of the writing process.
We also offer services specifically for students studying English as a Second Language, students working on employment or Professional Writing documents, and students in English 106 and 108. Please check out the main menu for more information about these and other services.
If you have any questions or comments about the Writing Lab, please do not hesitate to contact us.
Sincerely,
Linda Bergmann, Professor of English and Writing Lab Director
Tammy Conard-Salvo, Writing Lab Associate Director
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Writing Instructors
These OWL resources will help instructors develop curricula for teaching a wide range of writing. This area includes resources on teaching writing across the curriculum and teaching writing in the disciplines, as well as an index of slide presentations on teaching writing. This area also includes a link to the OWL Exercises.
Writing Tutors
These OWL resources will help writing consultants develop strategies for tutoring a wide range of writing. This area includes resources on how to run a writing conference and how to tutor students in job search documents and creative writing. This area also includes an index of slide presentations on teaching writing and a link to the OWL Exercises.
Teaching Resources
These OWL resources will help instructors use multi-media tools to teach writing. This area includes links to the OWL Podcasts, the OWL Writing Exercises, and the index pages for OWL slide presentations and workshops on writing.
Preventing Plagiarism
These OWL resources contain lesson plans and activities to help teachers instruct students on how to understand and avoid plagiarism. Activities in the "Contextualizing Plagiarism" section ask students to discuss and write about plagiarism, copyright, collaboration, authorship, and plagiarism policies. Activities in the "Avoiding Plagiarism" section ask students to differentiate among summarizing, paraphrasing, and quoting and use MLA and APA in-text citations appropriately. The resources with titles that include "Handout" provide handouts that are free to print for your students by using the print option in your web browser. The "Handout" resources correspond with the resource listed above it.
Invention: Starting the Writing Process
Summary: Tips for how to start a writing assignment.
Contributors:Stacy Weida, Karl Stolley
Last Edited: 2011-02-09 02:23:00
Writing takes time
Find out when is the assignment due and devise a plan of action. This may seem obvious and irrelevant to the writing process, but it's not. Writing is a process, not merely a product. Even the best professional writers don't just sit down at a computer, write, and call it a day. The quality of your writing will reflect the time and forethought you put into the assignment. Plan ahead for the assignment by doing pre-writing: this will allow you to be more productive and organized when you sit down to write. Also, schedule several blocks of time to devote to your writing; then, you can walk away from it for a while and come back later to make changes and revisions with a fresh mind.
Use the rhetorical elements as a guide to think through your writing
Thinking about your assignment in terms of the rhetorical situation can help guide you in the beginning of the writing process. Topic, audience, genre, style, opportunity, research, the writer, and purpose are just a few elements that make up the rhetorical situation.
Topic and audience are often very intertwined and work to inform each other. Start with a broad view of your topic such as skateboarding, pollution, or the novel Jane Eyre and then try to focus or refine your topic into a concise thesis statement by thinking about your audience. Here are some questions you can ask yourself about audience:
• Who is the audience for your writing?
• Do you think your audience is interested in the topic? Why or why not?
• Why should your audience be interested in this topic?
• What does your audience already know about this topic?
• What does your audience need to know about this topic?
• What experiences has your audience had that would influence them on this topic?
• What do you hope the audience will gain from your text?
For example, imagine that your broad topic is dorm food. Who is your audience? You could be writing to current students, prospective students, parents of students, university administrators, or nutrition experts among others. Each of these groups would have different experiences with and interests in the topic of dorm food. While students might be more concerned with the taste of the food or the hours food is available, parents might be more concerned with the price.
You can also think about opportunity as a way to refine or focus your topic by asking yourself what current events make your topic relevant at this moment. For example, you could connect the nutritional value of dorm food to the current debate about the obesity epidemic or you could connect the price value of dorm food to the rising cost of a college education overall.
Keep in mind the purpose of the writing assignment.
Writing can have many different purposes. Here are just a few examples:
• Summarizing: Presenting the main points or essence of another text in a condensed form
• Arguing/Persuading: Expressing a viewpoint on an issue or topic in an effort to convince others that your viewpoint is correct
• Narrating: Telling a story or giving an account of events
• Evaluating: Examining something in order to determine its value or worth based on a set of criteria.
• Analyzing: Breaking a topic down into its component parts in order to examine the relationships between the parts.
• Responding: Writing that is in a direct dialogue with another text.
• Examining/Investigating: Systematically questioning a topic to discover or uncover facts that are not widely known or accepted, in a way that strives to be as neutral and objective as possible.
• Observing: Helping the reader see and understand a person, place, object, image or event that you have directly watched or experienced through detailed sensory descriptions.
You could be observing your dorm cafeteria to see what types of food students are actually eating, you could be evaluating the quality of the food based on freshness and quantity, or you could be narrating a story about how you gained fifteen pounds your first year at college.
You may need to use several of these writing strategies within your paper. For example you could summarize federal nutrition guidelines, evaluate whether the food being served at the dorm fits those guidelines, and then argue that changes should be made in the menus to better fit those guidelines.
Pre-writing strategies
Once you have thesis statement just start writing! Don't feel constrained by format issues. Don't worry about spelling, grammar, or writing in complete sentences. Brainstorm and write down everything you can think of that might relate to the thesis and then reread and evaluate the ideas you generated. It's easier to cut out bad ideas than to only think of good ones. Once you have a handful of useful ways to approach the thesis you can use a basic outline structure to begin to think about organization. Remember to be flexible; this is just a way to get you writing. If better ideas occur to you as you're writing, don't be afraid to refine your original ideas.
Teaching Detailed Writing and Procedural Transitions
Media File: Teaching Detailed Writing and Procedural Transitions
This resource is enhanced by a PowerPoint file. Download the free Microsoft PowerPoint Viewer
Students new to writing lab and research reports often underestimate the importance of consistency of terminology and detail as well as appropriate and precise procedural transitions. One reason for this is that they may not clearly understand the purpose of this kind of writing beyond a school setting.
In the professional world, a lab or research report serves to both publicize new information and to give future researchers a framework for testing and applying the original researchers’ methods. As all instructors who deal with writing understand, it is difficult to reproduce the conditions of scientific publication for students. However, the following activity emphasizes the function of an audience with needs and expectations, while simplified, that mirror those of the scientific community they ought to have in mind as they write.
Activity: Describe Setting a Mousetrap
Put students into groups of two or more. Give them a standard mouse trap and ask them to write a set of directions for setting and disabling the trap. Make sure they do not have access to directions for setting mousetraps (e.g. discard the directions and limit access to the Internet). Prohibit students from using visual elements in this exercise. Students may think at first that the assignment is easy and beneath them, but will soon understand the difficulty of inventing terms that describe each part of the trap and the operations that must be performed in order to set the trap correctly and safely. Students will need at least 10-15 minutes to write the first part of the exercise. Expect a lot of noise as students verbally work on defining their terms as a group.
Next, select a volunteer to set and disable a mousetrap according to the directions of another group for the entire class. The volunteer should be provided only with the written directions of the selected group. Have the volunteer read the directions aloud as s/he attempts to set the trap and instruct him or her to follow only the directions as stated. S/he should also be instructed to let the class know when s/he is confused or cannot proceed. Chances are, the volunteer will run into problems right away. Here’s a list of common problems:
• Unclear, wordy, or imprecise descriptions
• Inconsistent use of key terms
• Missing or imprecise procedural transitions
This activity can be a good way to socialize new lab partners and simply introduce the importance of precision, consistent use of terms, and procedural transitions. If this is your aim, you can end the activity at the end of class and perhaps ask students to write a reflection of why the activity was interesting or important. You can also use this activity to introduce the challenges of writing a methods and materials section. Ask students to work with their directions over the course of a few class periods. They should be asked to revise together for accuracy and clarity and, importantly, the genre conventions of methods sections (e.g. using past tense, passive voice etc).
A good way to extend this exercise is to require students to refine their instructions and add graphics to their explanations as homework.
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Your Personalized Training Program
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Select all aspects of your memory that you want to improve
• Remembering names after the first introduction
• Keeping track of several ideas at the same time
• Learning new subjects quickly and accurately
• Recalling the location of objects
You have the power to change your brain
Scientists have discovered that the brain can reorganize itself when confronted with new challenges, even through adulthood. Based on this research, Lumosity's exercises are engineered to train a range of cognitive functions, from working memory to fluid intelligence.
2. Attention
Select all aspects of your attention that you want to improve
• Avoiding distractions
• Concentrating while learning something new
• Maintaining focus on important tasks all day
• Improving productivity and precision at work or home
Scientifically demonstrated benefits
Scientific studies have shown that Lumosity training can improve your ability to dynamically allocate attention, which sharpens memory and processing skills.
3. Speed
Select all aspects of your processing speed that you want to improve
• Adapting to changing environments
• Speeding up cognitive processes
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Designed by neuroscientists
Lumosity exercises are designed by neuroscientists and are based on independent scientific research from institutions like Harvard, Stanford and Berkeley.
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Minggu, 22 Januari 2012
Discussion text etc..by feny xII A1
1. Text Discssion
Text discussion is the text that suggests discussion about a problem or issue by giving at least two points of view of the issue. Finally, the text discussion provides conclusions or recommendations on issues raised.
The structure of the text discussion, namely:
1. issue
2. Opinion medukung
3. Endorse the opinion that the main idea
4. Elaboration of the opinion that medukung
5. Opinion against
6. The underlying idea of opposing opinions
7. Elaboration of opinions that oppose
8. Conclusions and / or recommendations
Example:
Loch Ness Monster: Real or Hoax?
The existence of the Loch Ness monster has been debated since centuries ago.
In my opinion, there is a great chance that the Loch Ness monster, often nicknamed Nessie does exist in Loch Ness, Scotland. Many attempts to prove it, such as the famous expedition led by Dr. Robert Rines in the year 1972. He and his fellow scientists found recorded evidence using a sonar that something big indeed lives in the great loch. Many sightings by professionals that are unlikely to lie say that Nessie has the form of an aquatic animal much like the extinct plesiosaurus.
Photographs of the monster has also been taken by people trying to find evidence, and many of this photographs has been proved real and not a hoax. But unfortunately, not all of these evidence are authentic. Photographs, videos, even Nessie footprints has been faked. And until now, no one, not even scientists has come up with a carcass or live specimen of this creature. Untill then, we may never be sure that a living creture the so called Loch Ness monster is really living in the loch. I think we should keep a look out for this creature, we might find Nessie as a living dinosaur who survived extinction!
Read more: http://wiki.answers.com/Q/Bagaimanakah_contoh_teks_disscussion#ixzz1jstpQQmW
2. Text Narrative
Narrative Text, is a text whose contents is a story or a story about something. Examples of narrative text: folklore (folktale), animal story (fable), legend (legend), short stories (short story), and the like. In it there are conflicts / problems that followed the peak with the settlement. The main function of this text is to a story or entertain readers.
The characteristics of narrative text:
1. Generic Structure:
• Orientation: provides an introduction to the characters, place and time of the story (who or what, when and where)
• Complication: Contains the height of the conflict / problem in the story. Complication A story may have more than one.
• Resolution: solving the problem. Could end up with joy (happy ending) could also end up with sadness (sad ending).
Note:
Sometimes also the order (generic structure): Orientation, Complication, Evaluation, Resolution and Reorientation. For "Evaluation" and "Reorientation" is optional; there can be no. Evaluation contains the assessment / evaluation of the course of the story or conflict. Reorientation containing contents inference while the ending.
2. Grammatical features using tenses "past"
3. Frequent use of conjunctive time (temporal conjunction), for example: once upon a time, one day, long time ago, ...
Example Narrative Text:
Ali Baba
Once upon a time there were 40 cruel thieves who put their stolen money and treasures in a cave. They went in the cave by saying ”Open Sesame” to the cave entrance. A poor person, named Ali Baba saw them while they were doing that, so he heard the opening word. After they left, he went toward the cave and opened it. Suddenly he found a very large quantity of money and golden treasures. He took some of it and went back home. After that he became a rich man and his brother wanted to know how he became rich.
Ali Baba turned into the richest man in his village. His evil brother was really jealous of him, and wanted to know how he could get such a lot of money. Therefore, when Ali Baba went to the cave again to take some more money, his brother followed him. He saw everything, and decided to go back the next day to take some money for himself. The next morning he found a lot of money in the cave, and he wanted to take all of them. Unfortunately, when he was busy carrying the money to his house, the thieves came. The boss of the thieves asked him how he knew about the cave. He told everything, but unluckily they killed him and went to Ali Baba’s house.
After finding Ali Baba’s house, they made a plan to kill him the following night. Some of the thieves hid in big jars, and the boss pretended that he was a merchant who wanted to sell the jars to Ali Baba. Ali Baba who was a kind man invited the boss of the thief to have lunch together.
After lunch they took a rest. Luckily, the house maid went out of the house, and found that there were thieves inside the jars. She finally boiled hot oil and poured it into the jars to kill all of them. The boss of the thieves was caught, and put into prison.
Ali Baba was saved from the danger, and he finally lived happily ever after with his maid who became his wife shortly after.
3. Text Review
Review text is a review or a review that aims to make criticism of the event or artwork for the reader or listener the public, such as movies, shows, books, etc..
Example: review film Harry Potter and the Deathly Hallows Part 2:
Title: Harry Potter and the Deathly Hallows Part 2
Production year: 2011
Country: Rest of the world
Runtime: 130 mins
Directors: David Yates
Cast:
- Alan Rickman
- Billy Nighy
- Daniel Radcliffe
- Emma Thompson
- Emma Watson
- Gary Oldman
- Helena Bonham Carter
- Maggie Smith
- Michael Gambon
- Ralph Fiennes
- Rupert Grint
Details: 2011, Rest of the world, Cert 12A, 130 mins, Dir: David Yates
With: Alan Rickman, Billy Nighy, Daniel Radcliffe, Emma Thompson, Emma Watson, Gary Oldman, Helena Bonham Carter, Maggie Smith, Michael Gambon, Ralph Fiennes, Rupert Grint
Summary: Harry, Ron, and Hermione go back to Hogwarts to find and destroy Voldemort's final horcruxes
"It all ends," says the poster slogan. A potentially grim statement of the obvious, of course, yet the Potter saga could hardly have ended on a better note. With one miraculous flourish of its wand, the franchise has restored the essential magic to the Potter legend – which had been starting to sag and drift in recent movies – zapping us all with a cracking final chapter, which looks far superior to CS Lewis's The Last Battle or JRR Tolkien's The Return of the King. It's dramatically satisfying, spectacular and terrifically exciting, easily justifying the decision to split the last book into two.
Here is where the Harry Potter series gets its groove back, with a final confrontation between Voldemort (Ralph Fiennes) and our young hero, and with the sensational revelation of Harry's destiny, which Dumbledore had been keeping secret from him. When stout-hearted young Neville Longbottom (a scene-stealer from Matthew Lewis) steps forward to denounce the dark lord in the final courtyard scene, I was on the edge of my seat. And when, in that final "coda", the middle-age Harry Potter gently hugs his little boy before sending him off for his first term at Hogwarts – well, what can I say? I think I must have had something in my eye.
The colossal achievement of this series really is something to wonder at. The Harry Potter movies showed us their characters growing older in real time: unlike Just William or Bart Simpson, Daniel Radcliffe's Harry was going to grow up like a normal person and never before has any film – or any book – brought home to me how terribly brief childhood is. The Potter movies weren't just an adaptation of a series of books, but a living, evolving collaborative phenomenon between page and screen. The first movie, Philosopher's Stone, came out in 2001, when JK Rowling was working on the fifth book, Order of the Phoenix, and when no one – perhaps not even the author herself – knew precisely how it was going to end. The movies developed just behind the books, and it's surely impossible to read them without being influenced by the films. This is most true for Robbie Coltrane's endlessly lovable, definitive performance as Hagrid.
In this final episode, Harry (Radcliffe), Hermione (Emma Watson) and Ron (Rupert Grint) continue their battle to find and destroy the "horcruxes" that the sinister Voldemort needs so he can stay alive for all eternity: these are objects in which the fragments of souls are trapped and whose vital, spiritual force Voldemort, that hateful parasite, can siphon off for his own ends. Harry and his friends track down these horcruxes, but the last one is a puzzle. As the forces of good assemble at Hogwarts for the final showdown with Voldemort and his hordes, Harry knows only that the most vital horcrux is actually in the castle, very close at hand.
There are some superb set-piece scenes – and now the plot has so much more zing, these scenes have a power that comparable moments in earlier movies did not have. When Harry, Ron and Hermione insinuate themselves into Gringotts Bank to steal the sword of Gryffindor, the effect is bizarre, surreal and macabre: drawing on the influence of Lewis Carroll and Terry Gilliam. It is a great moment when Severus Snape, played with magnificently adenoidal disdain by Alan Rickman, is attacked by Voldemort's snake Nagini, and we witness this only from behind a frosted glass screen – a nice touch from director David Yates. London-dwelling Potter fans will, as before, be intrigued to see how the ornate St Pancras railway station is used to represent King's Cross, from where the Hogwarts train traditionally departs. Millions of tourists are undoubtedly convinced that this building is, in fact, King's Cross. It may be forced simply to change its name.
We get passionate, but somehow touchingly innocent screen kisses between Harry and Ginny (Bonnie Wright) and, of course, between Ron and Hermione. In the midst of the battle, Neville declares that he is going to find Luna (Evanna Lynch) for a snog: "I'm mad about her! About time I told her, since we're both probably going to be dead by dawn!" But these love stories are always subordinate to the all-important battle between good and evil.
The crucial moment of the film is where, I admit, I have a quibble: it is gripping and even moving when Harry realises what his destiny is, and sets out to fulfil it. Yet the exact rationale for his ultimate survival may be a little obscure, and perhaps even Potter-diehards may suspect that in the film there is a touch of having your cake and eating it. Well, no matter. This is such an entertaining, beguiling, charming and exciting picture. It reminded me of the thrill I felt on seeing the very first one, 10 years ago. And Radcliffe's Harry Potter has emerged as a complex, confident, vulnerable, courageous character – most likable, sadly, at the point where we must leave him for ever. Wait. I've got that darn thing in my eye again...
4. Advertisement
5. Annuncement
Text discussion is the text that suggests discussion about a problem or issue by giving at least two points of view of the issue. Finally, the text discussion provides conclusions or recommendations on issues raised.
The structure of the text discussion, namely:
1. issue
2. Opinion medukung
3. Endorse the opinion that the main idea
4. Elaboration of the opinion that medukung
5. Opinion against
6. The underlying idea of opposing opinions
7. Elaboration of opinions that oppose
8. Conclusions and / or recommendations
Example:
Loch Ness Monster: Real or Hoax?
The existence of the Loch Ness monster has been debated since centuries ago.
In my opinion, there is a great chance that the Loch Ness monster, often nicknamed Nessie does exist in Loch Ness, Scotland. Many attempts to prove it, such as the famous expedition led by Dr. Robert Rines in the year 1972. He and his fellow scientists found recorded evidence using a sonar that something big indeed lives in the great loch. Many sightings by professionals that are unlikely to lie say that Nessie has the form of an aquatic animal much like the extinct plesiosaurus.
Photographs of the monster has also been taken by people trying to find evidence, and many of this photographs has been proved real and not a hoax. But unfortunately, not all of these evidence are authentic. Photographs, videos, even Nessie footprints has been faked. And until now, no one, not even scientists has come up with a carcass or live specimen of this creature. Untill then, we may never be sure that a living creture the so called Loch Ness monster is really living in the loch. I think we should keep a look out for this creature, we might find Nessie as a living dinosaur who survived extinction!
Read more: http://wiki.answers.com/Q/Bagaimanakah_contoh_teks_disscussion#ixzz1jstpQQmW
2. Text Narrative
Narrative Text, is a text whose contents is a story or a story about something. Examples of narrative text: folklore (folktale), animal story (fable), legend (legend), short stories (short story), and the like. In it there are conflicts / problems that followed the peak with the settlement. The main function of this text is to a story or entertain readers.
The characteristics of narrative text:
1. Generic Structure:
• Orientation: provides an introduction to the characters, place and time of the story (who or what, when and where)
• Complication: Contains the height of the conflict / problem in the story. Complication A story may have more than one.
• Resolution: solving the problem. Could end up with joy (happy ending) could also end up with sadness (sad ending).
Note:
Sometimes also the order (generic structure): Orientation, Complication, Evaluation, Resolution and Reorientation. For "Evaluation" and "Reorientation" is optional; there can be no. Evaluation contains the assessment / evaluation of the course of the story or conflict. Reorientation containing contents inference while the ending.
2. Grammatical features using tenses "past"
3. Frequent use of conjunctive time (temporal conjunction), for example: once upon a time, one day, long time ago, ...
Example Narrative Text:
Ali Baba
Once upon a time there were 40 cruel thieves who put their stolen money and treasures in a cave. They went in the cave by saying ”Open Sesame” to the cave entrance. A poor person, named Ali Baba saw them while they were doing that, so he heard the opening word. After they left, he went toward the cave and opened it. Suddenly he found a very large quantity of money and golden treasures. He took some of it and went back home. After that he became a rich man and his brother wanted to know how he became rich.
Ali Baba turned into the richest man in his village. His evil brother was really jealous of him, and wanted to know how he could get such a lot of money. Therefore, when Ali Baba went to the cave again to take some more money, his brother followed him. He saw everything, and decided to go back the next day to take some money for himself. The next morning he found a lot of money in the cave, and he wanted to take all of them. Unfortunately, when he was busy carrying the money to his house, the thieves came. The boss of the thieves asked him how he knew about the cave. He told everything, but unluckily they killed him and went to Ali Baba’s house.
After finding Ali Baba’s house, they made a plan to kill him the following night. Some of the thieves hid in big jars, and the boss pretended that he was a merchant who wanted to sell the jars to Ali Baba. Ali Baba who was a kind man invited the boss of the thief to have lunch together.
After lunch they took a rest. Luckily, the house maid went out of the house, and found that there were thieves inside the jars. She finally boiled hot oil and poured it into the jars to kill all of them. The boss of the thieves was caught, and put into prison.
Ali Baba was saved from the danger, and he finally lived happily ever after with his maid who became his wife shortly after.
3. Text Review
Review text is a review or a review that aims to make criticism of the event or artwork for the reader or listener the public, such as movies, shows, books, etc..
Example: review film Harry Potter and the Deathly Hallows Part 2:
Title: Harry Potter and the Deathly Hallows Part 2
Production year: 2011
Country: Rest of the world
Runtime: 130 mins
Directors: David Yates
Cast:
- Alan Rickman
- Billy Nighy
- Daniel Radcliffe
- Emma Thompson
- Emma Watson
- Gary Oldman
- Helena Bonham Carter
- Maggie Smith
- Michael Gambon
- Ralph Fiennes
- Rupert Grint
Details: 2011, Rest of the world, Cert 12A, 130 mins, Dir: David Yates
With: Alan Rickman, Billy Nighy, Daniel Radcliffe, Emma Thompson, Emma Watson, Gary Oldman, Helena Bonham Carter, Maggie Smith, Michael Gambon, Ralph Fiennes, Rupert Grint
Summary: Harry, Ron, and Hermione go back to Hogwarts to find and destroy Voldemort's final horcruxes
"It all ends," says the poster slogan. A potentially grim statement of the obvious, of course, yet the Potter saga could hardly have ended on a better note. With one miraculous flourish of its wand, the franchise has restored the essential magic to the Potter legend – which had been starting to sag and drift in recent movies – zapping us all with a cracking final chapter, which looks far superior to CS Lewis's The Last Battle or JRR Tolkien's The Return of the King. It's dramatically satisfying, spectacular and terrifically exciting, easily justifying the decision to split the last book into two.
Here is where the Harry Potter series gets its groove back, with a final confrontation between Voldemort (Ralph Fiennes) and our young hero, and with the sensational revelation of Harry's destiny, which Dumbledore had been keeping secret from him. When stout-hearted young Neville Longbottom (a scene-stealer from Matthew Lewis) steps forward to denounce the dark lord in the final courtyard scene, I was on the edge of my seat. And when, in that final "coda", the middle-age Harry Potter gently hugs his little boy before sending him off for his first term at Hogwarts – well, what can I say? I think I must have had something in my eye.
The colossal achievement of this series really is something to wonder at. The Harry Potter movies showed us their characters growing older in real time: unlike Just William or Bart Simpson, Daniel Radcliffe's Harry was going to grow up like a normal person and never before has any film – or any book – brought home to me how terribly brief childhood is. The Potter movies weren't just an adaptation of a series of books, but a living, evolving collaborative phenomenon between page and screen. The first movie, Philosopher's Stone, came out in 2001, when JK Rowling was working on the fifth book, Order of the Phoenix, and when no one – perhaps not even the author herself – knew precisely how it was going to end. The movies developed just behind the books, and it's surely impossible to read them without being influenced by the films. This is most true for Robbie Coltrane's endlessly lovable, definitive performance as Hagrid.
In this final episode, Harry (Radcliffe), Hermione (Emma Watson) and Ron (Rupert Grint) continue their battle to find and destroy the "horcruxes" that the sinister Voldemort needs so he can stay alive for all eternity: these are objects in which the fragments of souls are trapped and whose vital, spiritual force Voldemort, that hateful parasite, can siphon off for his own ends. Harry and his friends track down these horcruxes, but the last one is a puzzle. As the forces of good assemble at Hogwarts for the final showdown with Voldemort and his hordes, Harry knows only that the most vital horcrux is actually in the castle, very close at hand.
There are some superb set-piece scenes – and now the plot has so much more zing, these scenes have a power that comparable moments in earlier movies did not have. When Harry, Ron and Hermione insinuate themselves into Gringotts Bank to steal the sword of Gryffindor, the effect is bizarre, surreal and macabre: drawing on the influence of Lewis Carroll and Terry Gilliam. It is a great moment when Severus Snape, played with magnificently adenoidal disdain by Alan Rickman, is attacked by Voldemort's snake Nagini, and we witness this only from behind a frosted glass screen – a nice touch from director David Yates. London-dwelling Potter fans will, as before, be intrigued to see how the ornate St Pancras railway station is used to represent King's Cross, from where the Hogwarts train traditionally departs. Millions of tourists are undoubtedly convinced that this building is, in fact, King's Cross. It may be forced simply to change its name.
We get passionate, but somehow touchingly innocent screen kisses between Harry and Ginny (Bonnie Wright) and, of course, between Ron and Hermione. In the midst of the battle, Neville declares that he is going to find Luna (Evanna Lynch) for a snog: "I'm mad about her! About time I told her, since we're both probably going to be dead by dawn!" But these love stories are always subordinate to the all-important battle between good and evil.
The crucial moment of the film is where, I admit, I have a quibble: it is gripping and even moving when Harry realises what his destiny is, and sets out to fulfil it. Yet the exact rationale for his ultimate survival may be a little obscure, and perhaps even Potter-diehards may suspect that in the film there is a touch of having your cake and eating it. Well, no matter. This is such an entertaining, beguiling, charming and exciting picture. It reminded me of the thrill I felt on seeing the very first one, 10 years ago. And Radcliffe's Harry Potter has emerged as a complex, confident, vulnerable, courageous character – most likable, sadly, at the point where we must leave him for ever. Wait. I've got that darn thing in my eye again...
4. Advertisement
5. Annuncement
pedoman penulisan KI PSL 2010
PEDOMAN
TEKNIS PEMBUATAN KARYA TULIS
PRAKTIK STUDI LAPANGAN
Oleh:
Panitia PSL
PEMERINTAH KABUPATEN LAMONGAN
DINAS PENDIDIKAN DAN KEBUDAYAAN
SMA NEGERI 1 SEKARAN
TP 2011
BAB I
TEKNIK PENULISAN KARYA TULIS
I. POLA PENULISAN LAPORAN
A. Bagian Awal
• Sampul Luar
• Sampul Dalam
• Halaman Persetujuan
• Halaman Pengesahan
• Halaman Motto dan persembahan
• Kata Pengantar
• Daftar Isi
B. Bagian Isi
• Bab I : Pendahuluan
1. Latar Belakang
Berisi tentang gambaran umum penelitian dan alasan untuk memilih obyek yang diteliti atau diamati
2. Rumusan Masalah
Rumusan ini dibuat dalam bentuk kalimat Tanya.
Rumusan masalah berisi pertanyaan tentang masalah yang akan diteliti.
3. Tujuan Penelitian
Berisi tujuan yang hendak dicapai dalam penelitian. Penulisan tujuan ini harus berhubungan dengan judul dan masalah yang akan diteliti.
4. Manfaat Penelitian
Berisi manfaat apa saja yang dapat diambil dari penelitian yang telah dilakukan.
5. Hipotesis
Dugaan sementara dalam teori mengenai hasil penelitian tersebut yang akan dibuktikan melalui penelitian atau penulisan karya tulis yang sesungguhnya.
• Bab II : Tinjauan Pustaka
Berisi teori, konsep, pendapat ahli yang diambil dari buku-buku, majalah, koran, buletin, selebaran, internet yang mendukung peneletian. Yang memuat dua hal pokok yaitu deskripsi teoritis tentang objek/variable yang di teliti dan argumentasi atau hipotesis yang diajukan.
• Bab III : Metode Penelitian
Meliputi waktu pelaksanaan penelitian, tempat penelitian, alat yang dipakai dalam penelitian, teknik pengumpulan data atau metode yang digunakan (misal wawancara, kepustakaan, dokumentasi, angket dan lain-lain) dan analisis data.
• Bab IV : Pembahasan Hasil Penelitian
Berisi hasil penelitian yang telah dilakukan dan pembahasan dari hasil penelitian.
• Bab V : Simpulan dan Saran
a. Simpulan : berisi kesimpulan dari hasil penelitian yang dilakukan berdasarkan dari pembahasan hasil penelitian bukan dari hasil tinjauan pustaka.
b. Saran : berisi hal-hal yang dapat disarankan untuk penelitian selanjutnya oleh peneliti sendiri atau orang lain dan bukan saran mengenai guru pembimbing atau lokasi penelitian.
C.
D. Bagian Akhir
• Daftar Pustaka,
• Lampiran-lampiran
II. SYARAT-SYARAT PEMBUATAN KARYA TULIS
1. Diketik dengan spasi 2 (double) menggunakan huruf “Times New Roman” ukuran huruf 12.
2. Menggunakan ukuran kertas A4
3. Setiap halaman diberi nomor halaman secara urut, dengan ketentuan sebagai berikut:
a. Bagian awal diberi nomor halaman dengan angka romawi kecil (i, ii, iii, iv, dan seterusnya)
b. Bagian isi dan akhir diberi nomor halaman dengan angka 1, 2, 3 dan seterusnya.
4. Menulis Daftar Pustaka
a. Nama Pengarang (tanpa gelar dan jabatan)
b. Tahun Penerbitan
c. Judul buku (ditulis atau dicetak miring)
d. Edisi/volume (jika ada)
e. Kota tempat penerbitan
f. Nama Penerbit
• Contoh Penulisan Daftar Pustaka: Kitab/Buku karangan I Wayan Badrika yang berjudul Sejarah Budaya diterbitkan oleh Erlangga tahun 2007 di Jakarta.
Cara penulisannya adalah:
Badrika, I Wayan, 2007. Sejarah Budaya, Jakarta: Erlangga
• Contoh Penulisan daftar pustaka dari majalah atau buletin bernama Jurnal Science edisi Januari 2002 judul artikel atau tulisan Membelajarkan Anak Kreatif dan penulis bernama Kholifah
Cara penulisannya adalah:
Kholifah, (2002), Membelajarkan Anak Kreatif, Jurnal Scince, Januari, 12-17.
III. SISTEMATIKA PENULISAN
Halaman judul/sampul
Lembar pengesahan (halaman pengesahan, halaman persetujuan)
Kata pengantar
Daftar isi
Daftar tabel (bila ada)
Daftar lampiaran (bila ada)
BAB I PENDAHULUAN
Latar Belakang
Rumusan masalah
Tujuan Penulisan
Manfaat Penulisan
BAB II TINJAUAN PUSTAKA
BAB III METODE PENELITIAN
Rancangan Penelitian
Populasi dan Sampel
Tehnik Pengumpulan Data
Instrumen Pengumpulan Data
Prosedur Penelitian
BAB IV PEMBAHASAN
(Sub bab di sesuaikan dengan butir butir pertanyaan dalam rumusan masalah)
BAB V PENUTUP
Simpulan
Saran
Daftar Lampiran
Lampiran-lampiran ( Instrumen penelitian, Biodata, data-data yang di perlukan)
Contoh Halaman Persetujuan
Contoh Halaman Pengesahan
Contoh Halaman Judul Karya Tulis
BAB II
PELAKSANAAN STUDI LAPANGAN
A. DASAR PEMIKIRAN
Pendidikan nasional yang berdasarkan Pancasila dan Undang-Undang Dasar Republik Indonesia 1945 berfungsi mengembangkan kemampuan dan membentuk watak serta peradaban bangsa yang bermartabat dalam rangka mencerdaskan kehidupan bangsa. Adapun tujuan pendidikan adalah mengembangkan potensi peserta didik agar menjadi manusia yang beriman dan bertakwa kepada Tuhan Yang Maha Esa, berakhlak mulia, sehat, berilmu, cakap, kreatif, mandiri, dan menjadi warga negara yang demokratis serta bertanggungjawab (UU No. 20 Tahun 2003 tentang Sistem Pendidikan Nasional).
Karakteristik kelompok mata pelajaran ilmu pengetahuan dan tekonologi pada SMA dimaksudkan untuk memperoleh kompetensi lanjut ilmu pengetahuan dan tekonologi serta membudayakan berfikir ilmiah secara kritis, kreatif, dan mandiri (Peraturan Pemerintah No. 19 Tahun 2005 tentang Standar Nasional Pendidikan).
Berdasarkan pemikiran diatas maka diperlukan upaya agar siswa memiliki ilmu pengetahuan dan teknologi secara komprehensif antara teori disekolah dengan kondisi praktis di lapangan yaitu di dunia usaha/dunia industri dan realitas masyarakat sekelilingnya.
Melalui studi lapangan ini diharapkan siswa memiliki tambahan ilmu tentang gambaran yang luas tentang kewirausaha melalui observasi langsung di Dunia Usaha/Dunia Industri sebagai tindak lanjut dari pendidikan ketrampilan hidup (life skill).
B. MAKSUD DAN TUJUAN
1. Melatih siswa untuk mencari data yang akurat di lapangan sebagai bahan membuat laporan.
2. Melatih siswa untuk mengadakan penelitian langsung di lapangan.
3. Memperolah ilmu pengetahuan baru sehingga dapat meyakinkan siswa melalui proses pengembangan teori di sekolah dengan menelaah kenyataan yang ada di lapangan.
4. Menambah wawasan baru dan pengetahuan yang berhubungan dengan program studi yang di minati selama di sekolah.
5. Memperkenalkan siswa dengan dunia kewirausahaan melalui observasi dan wawancara di Dunia Usaha/Dunia Industri.
C. TARGET STUDI LAPANGAN
Target yang ingin dicapai dalam kegiatan ini adalah agar siswa memiliki wawasan ilmu pengetahuan secara teoritis, menambah ketrampilan hidup (life skill) memahami Dunia Usaha/Dunia Industri , perguruan tinggi serta conversation.
D. WAKTU PELAKSANAAN
Kegiatan ini dilaksanakan pada:
Hari : Sabtu
Tanggal : 27 Februari 2012
Berangkat jam : 20.00 WIB
Pulang : 23.00 WIB
E. PESERTA
Siswa kelas XI (sebelas) SMA Negeri 1 Sekaran Lamongan Tahun Pelajaran 20011/2012 program studi :
1. Program Ilmu Pengetahuan Alam (IPA) : 96 siswa
2. Program Ilmu Pengetahuan Sosial (IPS) : 72 siswa
F. METODE DAN PENDEKATAN
1. Kegiatan ini menggunakan dan pendekatan proaktif dan dialogis antara narasumber, instruktur, dan peserta Praktik Studi Lapangan (PSL).
2. Metode yang digunakan adalah:
a. Wawancara
b. Pengamatan langsung
c. Dokumenter (bila memungkinkan).
d. Kajian kepustakaan
G. OBYEK OBSERVASI DAN PENELITIAN
Obyek Pendidikan Studi Lapangan didasarkan pada program studi siswa, yaitu:
1. Program IPA
o Jenis Bahan baku
o Bahan dasar (Bahan Baku yang dipakai)
o Pemilihan bahan
o Teknik Pembuatan
2. Program IPS
o Manajemen Permodalan
o Manajemen ketenagaan
o Manajemen Produksi
o Manajemen pemasaran
H. NARA SUMBER
1. Pimpinan Dunia Usaha/Dunia Industri (DU/DI).
2. Petugas yang ditunjuk Dunia Usaha/Dunia Industri (DU/DI).
3. pihak yang kompenten dalam penyusunan karya tulis
I. TEMPAT PELAKSANAAN
No. Nama Obyek Alamat Keterangan
1 Industri Batik
Program IPA/IP
2 UGM
Program IPA/IPS
3 Malioboro Jogjakarta Program IPA / IPS
J. KEPANITIAAN /PENGORGANISASIAN KEGIATAN
1. Pelindung : Ka. SMAN 1 Sekaran (MUGITO, S.Pd. M.Si)
2. Ketua : SUNJAYA, S.Pd.
3. Sekretaris : Drs. ROCHMAD
4. Bendahara : MUAWIYAH, S.Pd.
5. Seksi-seksi :
a. Survey : 1. HUSNUN NAIM, S.Pd, M.Pd.
2. HASAN ANWAR, S.Pd.
3
b. Kesehatan : 1. Drs. YUDI SUSILO
2. RIVA WAHYUNI, S.Pd. MPd.
3. WARKINI, S.Pd.
c.Transportasi : 1. SUYITNO, S.Pd.
2. ZAINAL MUFTI, S.Pd.
d. Konsumsi : 1. SITI AINIAH, S.Pd.
2. Dra. ISTIANAH ROFA’IYAH
e. Perlengkapan : 1. SUWANDI, M.Pd.
2. M.MUNDHOFI, S.Pd
DAFTAR GURU PEMBIMBING KARYA TULIS:
a. Program IPA : SEMUA WALI KELAS MASING-MASIN G
b. Program IPS : SEMUA WALI KELAS MASING-MASING
TIM PENGUJI :
a. Program IPA : 1. Drs. ALI NURDIN, M.Pd..
2. MUFADLIYAH ,S.Pd,M.Si.
b. Program IPS : 1.SUWANDI, S.Pd, M.Pd.
2. H.M. WAHYUDI
c. Conversation / Bhs. Inggris : 1. Drs. YUDI SUSILO
2. HUSNUN NAIM, S.Pd.M.Pd.
K. JADWAL PELAKSANAAN
Waktu Kegiatan Keterangan
20.00 – 21,00
21.00 _ 04.00
04.00 _ 05.00
05.00 _ 06.00
06.00 _ 07.00
07.00 _ 10.00
10.00 _ 11.00
11.00 _ 13.00
13.00 _ 14.00
14.00 _ 18.00
18.00 _ 23.00
Persiapan berangkat
Perjalanan berangkat
Istirahat dan Sholat
Mandi dan sarapan
Menuju Kampung Batik
Observasi di Kampung Batik
Menuju ke UGM
Observasi di UGM
Menuju ke Malioboro
Rekreasi di Jl. Malioboro
Perjalanan pulang
SMAN 1 Ska
Kondisional
Rumah makan
-
-
--
--
Yogyakarta
-
L. JURNAL BIMBINGAN PSL
TANGGAL KEGIATAN NAMA PEMBIMBING/ PENILAI
18 – 29 Januari 2011 1. Bimbingan Pra Pelaksanaan PSL
Wali kelas masing-massing
7-19 Februari 2011 2. Bimbingan Pelaksanaan PSL dan Pasca PSL
21 Maret 2011
22 Maret 2011
Penilaian Presentasi Pelaporan PSL
Conversation a. Kelas XI IPA :
1. Drs. H. ALI NURDIN, M.Pd
2. MUFADLIYAH, M.Si
b. Kelas XI IPS :
1. Drs. H.M. WAHYUDI, M.Pd.
2. SUWANDI, S.Pd.M.Pd.
a. Kelas XI IPA
HUSNUN NAIM, SPd.MPd.
b. Kelas XI IPS
Drs. YUDI SUSILO
Pelaksanaan Presentasi PSL
Hari : Senin dan selasa
Tgl : 21 dan 22 Maret 2011
Waktu : 08.00 Wib- sampai selesai
Tempat : Lab. Biologi
II.KRETERIA PENILAIAN/PEDOMAN PENILAIAN
a. penilaian presentasi ….> skor 40
1. kesiapan …………………………………… 10
2. Penguasaan materi / program…….………... 10
3. Kerjasama………………………………….. 10
4. kerapian / penampilan ……………………... 10
b. Penilanian pelaporan => skor 60
1. Materi ……………………………………… 20
2. Bahasa / Susunan ………………………….. 20
3. Refrensi / tinjauan praktek ………………… 20
Jumlah Skor Maks = 10
c. Penilaian Conversation bahasa Inggris :
1. Menceriakan sejarah borobudur ................................................ 30
2. Menceritakan pengalaman (berbicara dengan turis asing)......... 30
3. Kefasihan dalam pengucapan.................................................... 25
4. Media pendukung.presentasi ..................................................... 15
Jumlah skor maksimal .............................................................. 100
BAB III
DAFTAR NAMA KELOMPOK & PEMBIMBING KARYA TULIS
KELAS XI IPA -1
Kelompok 1
1. Ade Rifqi Faiz Franata 4. Avif Agung Priyanto
2. Afif Achsanul Choiri 5. Dewi Sri Rezeki
3. Arista Eva Yanti
Kelompok 2
1.Diah Mustika Maulita 4.Faridatul 'Ilmiyah
2.Dian Ady Saputra 5.Feni Lailiyah
3.Diniatul Amaliyah
Kelompok 3
1.Hermawan Susanto 4.Iin Nuraini
2.Hikmah Nur Hidayah 5.Khoirun Nisa '
3.Iin Ariska
Kelompok 4
1. Kokoh Sadewa 4.May Firda M.
2. Leni Rachmawati 5.M. Bayu Zamrommy
3.Luluk Safitri
Kelompok 5
1.Nur Fadliana 4.Putri Hamidah Makhfudhod
2.Nur Febrianna 5.Ratna Putri Ayu Lestari
3.Nuzulah Ana Fitria 6. M. Bagus Arif W
Kelompok 6
1.Siti Nur Mahmudah 4.Yola Permata Brilianti
2.Ummu Sholikhatin 5.Yuagnes Pristi Arum P
3.Wahyu Adhi Prasetya 6.Tina Anita Sari
KELAS XI IPA – 2
Kelompok 1
1.Ade Yolanda
2.Aena Wati
3.Ahmad Sulem
4.Ainul Mubarrok
5.Al Finayah
Kelompok 2
1.Andi Hilmy Yahya
2.Bagus Masitto Putra
3.Dian Tri Agus Setiawan
4.Dwi Sulistiani
5.Dwindra Puspita Sari
Kelompok 3)
1.Edrina Yuana Rifi
2.Endang Irianti Kasiyan
3.Fatmania
4.Fifi Agustia Ongky P
5.Iis Fatmawati
Kelompok 4
1 .Irma Afri Yantika
2.Jumiatun Ningsih
3.Lailatul Suniyah
4.Luthfi Zakariya
5.Mei Widiasari
Kelompok 5
1.Meristya Fatmawati
2.Moh. Isnul Arifin
3.Nina Aprilia Akmala
4.Nurul Hikmah
5.Puguh Amaludin
6.Zully Widya Puspitasari
Kelompok 6
1.Santi Dwi Sritanti
2.Siti Maslukhah
3.Siti Qomariyah
4.Sucia Novayanti
5.Vindy Putri Lestari
6.Zeni Susilowati
KELAS XI IPA - 3
Kelompok 1
1. AHMAD TIRMIDZI JUNIAN TOKO 4. ANDI PRAMANA PUTRA
2. ALFIYAN ADITAM. 5. ANNIF WAHYUDA
3. ANANG UBAIDILLAH
KELOMPOK 2
1. ARROHMAH 4. DEWI ARUM SARI
2. ASTRI WULANDARI 5. DIAN U'UL RAHMAWATI
3. DEVIANA AINUL MAALA
KELOMPOK 3
1. DUROTUL YATIMAH 4. DYA NUR RESTILA
2. DWI SUSANTI 5. ELFIN DWI JAYANTI
3. Duwi Evasari
KELOMPOK 4
1. HESTI KURNIAWATI 4. ELVANIA DYAH RORAYANTI
2. IZZATUS SYAFI' MASRUROH 5. LILIS ZAHROTUN NISA
3. JIHAD FARUQ HAKIKI
KELOMPOK 5
1. M. IMRON IBRAHIM 4. NOVITA MAUZUROH
2. NISWATUN NAFIAH 5. NUZULUL ROHMAH
3. NORMA LAILATUS SHOIMAH
KELOMPOK 6
1. PUTRI ROMADLON ROSA LINA 4. SUPRIYONO
2. PUTRI WINDA PARAMITA 5. UMAN SUPROJO
3. RATNA SEFRILIA 6. ZAKKI AZWAR
KELAS XI IPS -1
Kelompok 1
1. ABDULLAH ALI HAIDAR 4. ACHMAD AKSANUL MUKARROM M.
2. AHMAD DERRY SEBASTIAN 5. AIMMATUR ROSYIDAH
3. AHMAD LUTHFI FIDYAGAMA
Kelompok 2
1. AJENG PUSPITASARI 4. ALFIYAH
2. AL KHOMATUL UMAROH 5. ANDRI SETIAWAN
3. ALAN IBRAHIM
Kelompok 3
1. ANGGA ANDRIAWAN 4. DEBI ANANTA KUSUMA PUTRA
2. AYU RETNO SARI 5. DEVI ENGGAR NINGTIYAS
3. DAVID CAHYONO
Kelompok 4
1. DIAN FITRANINGSIH 4. HARUN BAEHAQI
2. FAIQOTUL MUFAIDAH 5. IWAN ANDI BAGUS PUTRANTO
3. FITRUL KHOIRIYAH
Kelompok 5
1. RITA NOVITA SARI 4. M. SUHENDRO
2. MUHAMMAD khafidzi 5. NUR ASIA
3. NIKMATUS SA'ADAH
Kelopok 6
1. SETIYO BEKTI 4. SUDIK HERMAWAN
2. SUTIANA 5. WAHYU KURNIAWAN
3. TRIA FATMA ZUNITA
Kelompok 7 :
2. RUDI HERIYANTO 5. YONGKI DWI SAPUTRA
3. Shendy Dwi Yanuarista
KELAS XI IPS -2
Kelompok 1
1. ACEP KURNIAVI 4. AHMAD MAHFUD
2. ACIK INGKANOVA 5. ALFA BUDI PERMANA
3. AHMAD IRSYADUL IBAD
Kelompok 2
1. ANA OCTAVIA 4. DENI SETIAWAN
2. AZAR FEFRI NOVIANTO 5. DESI INDRI YANI
3. CHOIRUL ABIDIN
Kelompok 3
1. DIDIK HERMAN SYACH 4. EKA FITRIANAH
2. DWI ERNIWATI 5. ELINDA SELFIYAH
5. DWI MARTHA SUSANTY
Kelompok 4
1. ELVIN DIAH AYU PRATIWI 4. IRAWAN WIBISONO
2. EVI RAHMAWATI 5. KIKI MULYATI NINGSIH 3. HIMMATUSSA'ADAH
Kelompok 5
1. MIFTAKUL SAIFUDIN 4. MUHAMMAD FAJAR
2. MIMIN DWI JAYANTI 5. MUHAMMAD FAUZI
3. MUCHAMMAD SAIFUL HADI
Kelompok 6
1. NITA AMELIA 4. SEPTIAN FAHRUR RIZAL
2. RETNO MAYAWATI 5. SITI FAHIYAMIN NUFHATIN FAIDAH
3. RIAN ARIS SUSANTO
Kelompok 7
1. SITI NUR SHOLIHAH 4. MOHAMAD AKHFID
2. SUCAHYONO 5. MUHAMMAD SALIM
3. WAHYU DIAN SETIAWAN
Pedoman Conversation :
1. Siswa sangat dianjurkan dapat menemukan dan berkomunikasi dengan turis dan direkam.
2. Jika terpaksa tidak mendapatkan turis untuk conversation maka diberikan tugas pengganti yaitu: mengadakan kegiatan lain yang didokumentasikan.
3. Semua kelompok akan diminta presentasi dalam bahasa inggris pengalaman selama mengikuti psl (telling story/recount)
4. Penggunaan media dalam presentasi sangat diharapkan untuk menambah nilai presentasi
Judul Buku :
Pedoman Teknis Pembuatan Karya Tulis Praktek Studi Lapangan
Penyusun :
Panitia PSL 2011
Cetakan pertama, Pebruari 2009
Diterbitkan oleh : SMA Negeri 1 Sekaran
Jl. Telaga No. 7 Bulutengger Sekaran
Lamongan 62261
BAB IV
P E N U T U P
Demikian pedoman penulisan karya tulis dalam upaya memudahkan siswa dan pembimbing untuk pelaksanaan praktik studi lapangan kelas XI siswa SMA Negeri 1 Sekaran Lamongan dalam Tahun Pelajaran 2010/2011.
Buku pedoman ini diformat dalam bentuk sederhana maka dari itu perlu penyempurnaan dalam praktik penulisan dan pada saat observasi di lapangan dunia usaha/industri, baik yang dilakukan oleh guru pembimbing dan para siswa peserta Praktik Studi Lapangan.
KATA PENGANTAR
Puji syukur kepada Allah Yang Maha Esa atas nikmat dan karunia-Nya, sehingga dapat diselesaikan Pedoman Teknis Pembuatan Karya Tulis Praktek Studi Lapangan bagi siswa kelas XI SMA Negeri 1 Sekaran Lamongan dalam Tahun Pelajaran 2010/2011 ini.
Tujuan pembuatan Pedoman Teknis Pembuatan Karya Tulis Praktek Studi Lapangan ini diharapkan memberi pedoman pokok bagi siswa agar dalam PSL dapat berjalan sesuai dengan tujuan yang ingin dicapai dalam kegiatan PSL. Karena disusun sangat sederhana maka diharapkan para guru pembimbing diperkenankan untuk menambah dengan referensi lain yang lebih lengkap dan sempurna.
Tidak lupa diucapkan terima kasih kepada Bpk. Mugito, S.Pd.,M.Si. Kepala SMA Negeri 1 Sekaran Lamongan yang dengan ketabahan dan kesabarannya senantiasa memberi motivasi dan bimbingan agar kegiatan ini berjalan baik dan lancar.
Ucapan terima kasih juga disampaikan kepada Bapak Supoyo, A.Md Ketua Komite Sekolah dan para anggota Komite Sekolah yang telah berkenan membantu dan memberi doa restu terhadap pelaksanaan kegiatan Praktek Studi Lapangan ini. Kepada rekan-rekan panitia ucapan terima kasih tak terhingga yang mempercayakan kepada punyusun untuk menjalankan tugas ini.
Lamongan, 10 Januari 2011
Penyusun,
Panitia
i
DAFTAR ISI
Kata Pengantar ……………………………………………………….. i
Daftar Isi ……………………………………………………………… ii
Bab I Teknik Penulisan Karya Tulis …………………………………… 1
I. Pola Penulisan Laporan ………………………………………… 1
II. Syarat-syarat Pembuatan Karya Tulis ………………………... 2
III. Sistematika Penulisan ……………………………………….. 3
Bab II Pelaksanaan Studi Lapangan ……………………………………. 7
A. Dasar Pemikiran ……………………………………………. 7
B. Maksud dan Tujuan …………………………………………. 7
C. Target Studi Lapangan ………………………………………. 8
D. Waktu Pelaksanaan ………………………………………… 8
E. Peserta ……………………………………………………… 8
F. Metode dan Pendekatan ……………………………………. 8
G. Obyek Observasi dan Penelitian …………………………… 8
H. Nara Sumber ……………………………………………….. 9
I. Tempat Pelaksanaan ……………………………………….. 9
J. Pengorganisasian Kegiatan …………………………………. 10
K. Daftar Guru Pembimbing ………………………………….. 10
L. Jadwal Pelaksanaan ……………………………………….. 11
M. Jurnal Bimbingan PSL ……………………………………… 11
Bab III Daftar Nama Kelompok …….................................................. 13
Kelas XI IPA 1 …………………………………………………. 13
Kelas XI IPA 2 …………………………………………………. 13
Kelas XI IPA 3 …………………………………………………. 14
Kelas XI IPS 1…………………………………………………. 15
Kelas XI IPS 2…………………………………………………. 16
Pedoman Conversation ................................................................ 17
Bab IV Penutup ……………………………………………………. 19
ii
PEDOMAN
TEKNIS PEMBUATAN KARYA TULIS
PRAKTIK STUDI LAPANGAN
Oleh
PANITIA PSL 2011
PEMERINTAH KABUPATEN LAMONGAN
DINAS PENDIDIKAN DAN KEBUDAYAAN
SMA NEGERI 1 SEKARAN
2011
XI IPA-1
NOMOR NAMA SISWA L/ P
Urut Induk
1 1776 Ade Rifqi Faiz Franata L
2 1779 Afif Achsanul Choiri L
3 1797 Arista Eva Yanti P
4 1800 Avif Agung Priyanto L
5 1808 Dewi Sri Rezeki P
6 1809 Diah Mustika Maulita P
7 1810 Dian Ady Saputra L
8 1816 Diniatul Amaliyah P
9 1834 Faridatul 'Ilmiyah P
10 1837 Feni Lailiyah P
11 1844 Hermawan Susanto L
12 1845 Hikmah Nur Hidayah P
13 1847 Iin Ariska P
14 1848 Iin Nuraini P
15 1857 Khoirun Nisa ' Mawaddah Nur P
16 1858 Kokoh Sadewa L
17 1863 Leni Rachmawati P
18 1867 Luluk Safitri P
19 1878 May Firda Mukhoyaroh P
20 1882 Moh. Bayu Zamrommy L
21 1895 Nur Fadliana P
22 1896 Nur Febrianna P
23 1901 Nuzulah Ana Fitria P
24 1903 Putri Hamidah Makhfudhod P
25 1904 Ratna Putri Ayu Lestari P
26 1916 Siti Nur Mahmudah P
27 1928 Ummu Sholikhatin P
28 1931 Wahyu Adhi Prasetya L
29 1939 Yola Permata Brilianti P
30 1947 Yuagnes Pristi Arum P P
31 1948 Tina Anita Sari P
32 1949 M. Bagus Arif W L
Laki-laki 9
Perempuan 23
JUMLAH 32
XI IPA -2
NOMOR NAMA SISWA L/ P
Urut Induk
1 1777 Ade Yolanda P
2 1778 Aena Wati P
3 1788 Ahmad Sulem L
4 1789 Ainul Mubarrok L
5 1792 Al Finayah P
6 1794 Andi Hilmy Yahya L
7 1801 Bagus Masitto Putra L
8 1811 Dian Tri Agus Setiawan L
9 1820 Dwi Sulistiani P
10 1821 Dwindra Puspita Sari P
11 1823 Edrina Yuana Rifi P
12 1826 Endang Irianti Kasiyan P
13 1835 Fatmania P
14 1838 Fifi Agustia Ongky P P
15 1849 Iis Fatmawati P
16 1852 Irma Afri Yantika P
17 1853 Jumiatun Ningsih P
18 1860 Lailatul Suniyah P
19 1869 Luthfi Zakariya L
20 1879 Mei Widiasari P
21 1880 Meristya Fatmawati P
22 1883 Moh. Isnul Arifin L
23 1889 Nina Aprilia Akmala P
24 1900 Nurul Hikmah P
25 1902 Puguh Amaludin L
26 1910 Santi Dwi Sritanti P
27 1915 Siti Maslukhah P
28 1917 Siti Qomariyah P
29 1921 Sucia Novayanti P
30 1930 Vindy Putri Lestari P
31 1941 Zeni Susilowati P
32 1942 Zully Widya Puspitasari P
Laki-laki 8
Perempuan 24
JUMLAH 32
XI IPA-3
NOMOR NAMA SISWA L/ P
Urut Induk
1 1790 Aisyatu Robic P
2 1796 Aris Ardiansyah L
3 1799 Asmaul Khotimah P
4 1805 Desi Kumalasari P
5 1807 Dewi Sri Purwanti P
6 1814 Dimas Nurchamdani Putra L
7 1817 Dodik Sugiantoro L
8 1818 Dwi Aji Setiawan L
9 1822 Dwita Dana Pradipta P
10 1827 Eni Hartika Harahap P
11 1830 Erni Johan Pratama L
12 1831 Eva Meilia P
13 1840 Ganys Putri Nugrahini P
14 1842 Hanna Nofitasari P
15 1843 Heni Rochmah Triwahyuning Tiyas P
16 1851 Inggy Selsa Mei Nany P
17 1861 Lathifah Sarda Devi P
18 1862 Lela Lestari P
19 1881 Novita Sari Rohmah P
20 1886 Mu'Izzatul Fakhiroh P
21 1887 Nadya Selvy Mutiara A. P
22 1898 Nur Hidayati P
23 1908 Sahirul Falah L
24 1912 Sholeh Prayogo L
25 1914 Siti Mas'Idah P
26 1919 Sri Astutik Listyorini P
27 1920 Suci Rohmawati P
28 1922 Sukisno L
29 1927 Tri Mariya Ulfa P
30 1933 Yani Fitri Wulandari P
31 1934 Yeni Mundisari P
32 1955 Asep Astrianto L
Laki-laki 9
Perempuan 23
JUMLAH 32
XI IPS-1
NOMOR NAMA SISWA L/ P
Urut Induk
1 1774 Achmad Aga Ananta L
2 1780 Afif Bagus Fathoni L
3 1781 Agung Gufron Riski Fauzi L
4 1787 Ahmad Nasrul Hamsyah L
5 1798 Asih Winarti P
6 1802 Berlyan Pamungkas L
7 1804 Della Pungki Arniati P
8 1812 Dicky Rama Bina Praja L
9 1813 Dimas M. Ghozali L
10 1825 Elly Saputri P
11 1828 Enni Rosita P
12 1829 Era Susan P
13 1832 Faisal L
14 1836 Fazis Aroyan Rosyadi L
15 1846 Himawan Prasetio L
16 1854 Junita Anjasari P
17 1864 Listiawati P
18 1866 Lucky Childa Pratama L
19 1868 Lupita Sari P
20 1870 M. Adi Suprayitno L
21 1871 M. Agus Nizar Zarkoni L
22 1874 M. Farid Ansyori L
23 1881 Miftahus Syifa' L
24 1884 Mohammad Andriyanto L
25 1893 Nunung Ayu Nur Jannah P
26 1894 Nur Cholifah P
27 1897 Nur Hidayah P
28 1909 Saidatul Afifah P
29 1918 Siti Rodiyah P
30 1925 Taufan Hadi Putra L
31 1926 Teguh Feri Susanto L
32 1932 Widia Sariani P
33 1935 Yeni Puji Lestari P
34 1936 Yeni Tue Kartika Abestari P
35 1946 Uta Asita Aprilian T P
36 1953 Inna Sulistyawati P
Laki-laki 18
Perempuan 18
JUMLAH 36
XI IPS – 2
NOMOR NAMA SISWA L/ P
Urut Induk
1 1782 Agung Hendrayana L
2 1783 Ahmad Ghozali L
3 1784 Ahmad Marzuki L
4 1785 Ahmad Nasikin L
5 1791 Akhlakul Karimah P
6 1795 Andri Priyatno L
7 1803 Dedy Eko Prastyo L
8 1806 Dewi Ratna Sari P
9 1815 Diniar Rizal Abdi Saifulloh L
10 1819 Dwi Amelia Febriany P
11 1824 Efah Laras Mentari P
12 1833 Faqrul Sani L
13 1841 Habi Mukamat Nafi L
14 1855 Khafidhotin P
15 1856 Khoirul Ummah P
16 1859 Lady Citra Purnamasari P
17 1865 Locky Andriansyah L
18 1872 M. Agus Hermawan L
19 1876 Marti'Ah P
20 1877 Masfufah P
21 1880 Nova Triyanto L
22 1885 Muchammad Abdul Ghofur L
23 1892 Nunuk Ayu Maisaroh P
24 1899 Nur Ilmi Hidayati P
25 1905 Ricky Andre Febrian L
26 1906 Rijal Ikhwanul Muslimin L
27 1907 Risfaini P
28 1911 Sari Pujiatin P
29 1913 Siti Mariyatun P
30 1923 Suryo Hadi Pranoto L
31 1924 Tanjung Roshafifa P
32 1929 Vidyatul Khusnia P
33 1937 Yogi Arie Sandy L
34 1938 Yogi Pradika L
35 1950 Eka Putri Heryanti A P
36 1956 Fitri Puji Astutik P
Laki-laki 18
Perempuan 18
JUMLAH 36
TEKNIS PEMBUATAN KARYA TULIS
PRAKTIK STUDI LAPANGAN
Oleh:
Panitia PSL
PEMERINTAH KABUPATEN LAMONGAN
DINAS PENDIDIKAN DAN KEBUDAYAAN
SMA NEGERI 1 SEKARAN
TP 2011
BAB I
TEKNIK PENULISAN KARYA TULIS
I. POLA PENULISAN LAPORAN
A. Bagian Awal
• Sampul Luar
• Sampul Dalam
• Halaman Persetujuan
• Halaman Pengesahan
• Halaman Motto dan persembahan
• Kata Pengantar
• Daftar Isi
B. Bagian Isi
• Bab I : Pendahuluan
1. Latar Belakang
Berisi tentang gambaran umum penelitian dan alasan untuk memilih obyek yang diteliti atau diamati
2. Rumusan Masalah
Rumusan ini dibuat dalam bentuk kalimat Tanya.
Rumusan masalah berisi pertanyaan tentang masalah yang akan diteliti.
3. Tujuan Penelitian
Berisi tujuan yang hendak dicapai dalam penelitian. Penulisan tujuan ini harus berhubungan dengan judul dan masalah yang akan diteliti.
4. Manfaat Penelitian
Berisi manfaat apa saja yang dapat diambil dari penelitian yang telah dilakukan.
5. Hipotesis
Dugaan sementara dalam teori mengenai hasil penelitian tersebut yang akan dibuktikan melalui penelitian atau penulisan karya tulis yang sesungguhnya.
• Bab II : Tinjauan Pustaka
Berisi teori, konsep, pendapat ahli yang diambil dari buku-buku, majalah, koran, buletin, selebaran, internet yang mendukung peneletian. Yang memuat dua hal pokok yaitu deskripsi teoritis tentang objek/variable yang di teliti dan argumentasi atau hipotesis yang diajukan.
• Bab III : Metode Penelitian
Meliputi waktu pelaksanaan penelitian, tempat penelitian, alat yang dipakai dalam penelitian, teknik pengumpulan data atau metode yang digunakan (misal wawancara, kepustakaan, dokumentasi, angket dan lain-lain) dan analisis data.
• Bab IV : Pembahasan Hasil Penelitian
Berisi hasil penelitian yang telah dilakukan dan pembahasan dari hasil penelitian.
• Bab V : Simpulan dan Saran
a. Simpulan : berisi kesimpulan dari hasil penelitian yang dilakukan berdasarkan dari pembahasan hasil penelitian bukan dari hasil tinjauan pustaka.
b. Saran : berisi hal-hal yang dapat disarankan untuk penelitian selanjutnya oleh peneliti sendiri atau orang lain dan bukan saran mengenai guru pembimbing atau lokasi penelitian.
C.
D. Bagian Akhir
• Daftar Pustaka,
• Lampiran-lampiran
II. SYARAT-SYARAT PEMBUATAN KARYA TULIS
1. Diketik dengan spasi 2 (double) menggunakan huruf “Times New Roman” ukuran huruf 12.
2. Menggunakan ukuran kertas A4
3. Setiap halaman diberi nomor halaman secara urut, dengan ketentuan sebagai berikut:
a. Bagian awal diberi nomor halaman dengan angka romawi kecil (i, ii, iii, iv, dan seterusnya)
b. Bagian isi dan akhir diberi nomor halaman dengan angka 1, 2, 3 dan seterusnya.
4. Menulis Daftar Pustaka
a. Nama Pengarang (tanpa gelar dan jabatan)
b. Tahun Penerbitan
c. Judul buku (ditulis atau dicetak miring)
d. Edisi/volume (jika ada)
e. Kota tempat penerbitan
f. Nama Penerbit
• Contoh Penulisan Daftar Pustaka: Kitab/Buku karangan I Wayan Badrika yang berjudul Sejarah Budaya diterbitkan oleh Erlangga tahun 2007 di Jakarta.
Cara penulisannya adalah:
Badrika, I Wayan, 2007. Sejarah Budaya, Jakarta: Erlangga
• Contoh Penulisan daftar pustaka dari majalah atau buletin bernama Jurnal Science edisi Januari 2002 judul artikel atau tulisan Membelajarkan Anak Kreatif dan penulis bernama Kholifah
Cara penulisannya adalah:
Kholifah, (2002), Membelajarkan Anak Kreatif, Jurnal Scince, Januari, 12-17.
III. SISTEMATIKA PENULISAN
Halaman judul/sampul
Lembar pengesahan (halaman pengesahan, halaman persetujuan)
Kata pengantar
Daftar isi
Daftar tabel (bila ada)
Daftar lampiaran (bila ada)
BAB I PENDAHULUAN
Latar Belakang
Rumusan masalah
Tujuan Penulisan
Manfaat Penulisan
BAB II TINJAUAN PUSTAKA
BAB III METODE PENELITIAN
Rancangan Penelitian
Populasi dan Sampel
Tehnik Pengumpulan Data
Instrumen Pengumpulan Data
Prosedur Penelitian
BAB IV PEMBAHASAN
(Sub bab di sesuaikan dengan butir butir pertanyaan dalam rumusan masalah)
BAB V PENUTUP
Simpulan
Saran
Daftar Lampiran
Lampiran-lampiran ( Instrumen penelitian, Biodata, data-data yang di perlukan)
Contoh Halaman Persetujuan
Contoh Halaman Pengesahan
Contoh Halaman Judul Karya Tulis
BAB II
PELAKSANAAN STUDI LAPANGAN
A. DASAR PEMIKIRAN
Pendidikan nasional yang berdasarkan Pancasila dan Undang-Undang Dasar Republik Indonesia 1945 berfungsi mengembangkan kemampuan dan membentuk watak serta peradaban bangsa yang bermartabat dalam rangka mencerdaskan kehidupan bangsa. Adapun tujuan pendidikan adalah mengembangkan potensi peserta didik agar menjadi manusia yang beriman dan bertakwa kepada Tuhan Yang Maha Esa, berakhlak mulia, sehat, berilmu, cakap, kreatif, mandiri, dan menjadi warga negara yang demokratis serta bertanggungjawab (UU No. 20 Tahun 2003 tentang Sistem Pendidikan Nasional).
Karakteristik kelompok mata pelajaran ilmu pengetahuan dan tekonologi pada SMA dimaksudkan untuk memperoleh kompetensi lanjut ilmu pengetahuan dan tekonologi serta membudayakan berfikir ilmiah secara kritis, kreatif, dan mandiri (Peraturan Pemerintah No. 19 Tahun 2005 tentang Standar Nasional Pendidikan).
Berdasarkan pemikiran diatas maka diperlukan upaya agar siswa memiliki ilmu pengetahuan dan teknologi secara komprehensif antara teori disekolah dengan kondisi praktis di lapangan yaitu di dunia usaha/dunia industri dan realitas masyarakat sekelilingnya.
Melalui studi lapangan ini diharapkan siswa memiliki tambahan ilmu tentang gambaran yang luas tentang kewirausaha melalui observasi langsung di Dunia Usaha/Dunia Industri sebagai tindak lanjut dari pendidikan ketrampilan hidup (life skill).
B. MAKSUD DAN TUJUAN
1. Melatih siswa untuk mencari data yang akurat di lapangan sebagai bahan membuat laporan.
2. Melatih siswa untuk mengadakan penelitian langsung di lapangan.
3. Memperolah ilmu pengetahuan baru sehingga dapat meyakinkan siswa melalui proses pengembangan teori di sekolah dengan menelaah kenyataan yang ada di lapangan.
4. Menambah wawasan baru dan pengetahuan yang berhubungan dengan program studi yang di minati selama di sekolah.
5. Memperkenalkan siswa dengan dunia kewirausahaan melalui observasi dan wawancara di Dunia Usaha/Dunia Industri.
C. TARGET STUDI LAPANGAN
Target yang ingin dicapai dalam kegiatan ini adalah agar siswa memiliki wawasan ilmu pengetahuan secara teoritis, menambah ketrampilan hidup (life skill) memahami Dunia Usaha/Dunia Industri , perguruan tinggi serta conversation.
D. WAKTU PELAKSANAAN
Kegiatan ini dilaksanakan pada:
Hari : Sabtu
Tanggal : 27 Februari 2012
Berangkat jam : 20.00 WIB
Pulang : 23.00 WIB
E. PESERTA
Siswa kelas XI (sebelas) SMA Negeri 1 Sekaran Lamongan Tahun Pelajaran 20011/2012 program studi :
1. Program Ilmu Pengetahuan Alam (IPA) : 96 siswa
2. Program Ilmu Pengetahuan Sosial (IPS) : 72 siswa
F. METODE DAN PENDEKATAN
1. Kegiatan ini menggunakan dan pendekatan proaktif dan dialogis antara narasumber, instruktur, dan peserta Praktik Studi Lapangan (PSL).
2. Metode yang digunakan adalah:
a. Wawancara
b. Pengamatan langsung
c. Dokumenter (bila memungkinkan).
d. Kajian kepustakaan
G. OBYEK OBSERVASI DAN PENELITIAN
Obyek Pendidikan Studi Lapangan didasarkan pada program studi siswa, yaitu:
1. Program IPA
o Jenis Bahan baku
o Bahan dasar (Bahan Baku yang dipakai)
o Pemilihan bahan
o Teknik Pembuatan
2. Program IPS
o Manajemen Permodalan
o Manajemen ketenagaan
o Manajemen Produksi
o Manajemen pemasaran
H. NARA SUMBER
1. Pimpinan Dunia Usaha/Dunia Industri (DU/DI).
2. Petugas yang ditunjuk Dunia Usaha/Dunia Industri (DU/DI).
3. pihak yang kompenten dalam penyusunan karya tulis
I. TEMPAT PELAKSANAAN
No. Nama Obyek Alamat Keterangan
1 Industri Batik
Program IPA/IP
2 UGM
Program IPA/IPS
3 Malioboro Jogjakarta Program IPA / IPS
J. KEPANITIAAN /PENGORGANISASIAN KEGIATAN
1. Pelindung : Ka. SMAN 1 Sekaran (MUGITO, S.Pd. M.Si)
2. Ketua : SUNJAYA, S.Pd.
3. Sekretaris : Drs. ROCHMAD
4. Bendahara : MUAWIYAH, S.Pd.
5. Seksi-seksi :
a. Survey : 1. HUSNUN NAIM, S.Pd, M.Pd.
2. HASAN ANWAR, S.Pd.
3
b. Kesehatan : 1. Drs. YUDI SUSILO
2. RIVA WAHYUNI, S.Pd. MPd.
3. WARKINI, S.Pd.
c.Transportasi : 1. SUYITNO, S.Pd.
2. ZAINAL MUFTI, S.Pd.
d. Konsumsi : 1. SITI AINIAH, S.Pd.
2. Dra. ISTIANAH ROFA’IYAH
e. Perlengkapan : 1. SUWANDI, M.Pd.
2. M.MUNDHOFI, S.Pd
DAFTAR GURU PEMBIMBING KARYA TULIS:
a. Program IPA : SEMUA WALI KELAS MASING-MASIN G
b. Program IPS : SEMUA WALI KELAS MASING-MASING
TIM PENGUJI :
a. Program IPA : 1. Drs. ALI NURDIN, M.Pd..
2. MUFADLIYAH ,S.Pd,M.Si.
b. Program IPS : 1.SUWANDI, S.Pd, M.Pd.
2. H.M. WAHYUDI
c. Conversation / Bhs. Inggris : 1. Drs. YUDI SUSILO
2. HUSNUN NAIM, S.Pd.M.Pd.
K. JADWAL PELAKSANAAN
Waktu Kegiatan Keterangan
20.00 – 21,00
21.00 _ 04.00
04.00 _ 05.00
05.00 _ 06.00
06.00 _ 07.00
07.00 _ 10.00
10.00 _ 11.00
11.00 _ 13.00
13.00 _ 14.00
14.00 _ 18.00
18.00 _ 23.00
Persiapan berangkat
Perjalanan berangkat
Istirahat dan Sholat
Mandi dan sarapan
Menuju Kampung Batik
Observasi di Kampung Batik
Menuju ke UGM
Observasi di UGM
Menuju ke Malioboro
Rekreasi di Jl. Malioboro
Perjalanan pulang
SMAN 1 Ska
Kondisional
Rumah makan
-
-
--
--
Yogyakarta
-
L. JURNAL BIMBINGAN PSL
TANGGAL KEGIATAN NAMA PEMBIMBING/ PENILAI
18 – 29 Januari 2011 1. Bimbingan Pra Pelaksanaan PSL
Wali kelas masing-massing
7-19 Februari 2011 2. Bimbingan Pelaksanaan PSL dan Pasca PSL
21 Maret 2011
22 Maret 2011
Penilaian Presentasi Pelaporan PSL
Conversation a. Kelas XI IPA :
1. Drs. H. ALI NURDIN, M.Pd
2. MUFADLIYAH, M.Si
b. Kelas XI IPS :
1. Drs. H.M. WAHYUDI, M.Pd.
2. SUWANDI, S.Pd.M.Pd.
a. Kelas XI IPA
HUSNUN NAIM, SPd.MPd.
b. Kelas XI IPS
Drs. YUDI SUSILO
Pelaksanaan Presentasi PSL
Hari : Senin dan selasa
Tgl : 21 dan 22 Maret 2011
Waktu : 08.00 Wib- sampai selesai
Tempat : Lab. Biologi
II.KRETERIA PENILAIAN/PEDOMAN PENILAIAN
a. penilaian presentasi ….> skor 40
1. kesiapan …………………………………… 10
2. Penguasaan materi / program…….………... 10
3. Kerjasama………………………………….. 10
4. kerapian / penampilan ……………………... 10
b. Penilanian pelaporan => skor 60
1. Materi ……………………………………… 20
2. Bahasa / Susunan ………………………….. 20
3. Refrensi / tinjauan praktek ………………… 20
Jumlah Skor Maks = 10
c. Penilaian Conversation bahasa Inggris :
1. Menceriakan sejarah borobudur ................................................ 30
2. Menceritakan pengalaman (berbicara dengan turis asing)......... 30
3. Kefasihan dalam pengucapan.................................................... 25
4. Media pendukung.presentasi ..................................................... 15
Jumlah skor maksimal .............................................................. 100
BAB III
DAFTAR NAMA KELOMPOK & PEMBIMBING KARYA TULIS
KELAS XI IPA -1
Kelompok 1
1. Ade Rifqi Faiz Franata 4. Avif Agung Priyanto
2. Afif Achsanul Choiri 5. Dewi Sri Rezeki
3. Arista Eva Yanti
Kelompok 2
1.Diah Mustika Maulita 4.Faridatul 'Ilmiyah
2.Dian Ady Saputra 5.Feni Lailiyah
3.Diniatul Amaliyah
Kelompok 3
1.Hermawan Susanto 4.Iin Nuraini
2.Hikmah Nur Hidayah 5.Khoirun Nisa '
3.Iin Ariska
Kelompok 4
1. Kokoh Sadewa 4.May Firda M.
2. Leni Rachmawati 5.M. Bayu Zamrommy
3.Luluk Safitri
Kelompok 5
1.Nur Fadliana 4.Putri Hamidah Makhfudhod
2.Nur Febrianna 5.Ratna Putri Ayu Lestari
3.Nuzulah Ana Fitria 6. M. Bagus Arif W
Kelompok 6
1.Siti Nur Mahmudah 4.Yola Permata Brilianti
2.Ummu Sholikhatin 5.Yuagnes Pristi Arum P
3.Wahyu Adhi Prasetya 6.Tina Anita Sari
KELAS XI IPA – 2
Kelompok 1
1.Ade Yolanda
2.Aena Wati
3.Ahmad Sulem
4.Ainul Mubarrok
5.Al Finayah
Kelompok 2
1.Andi Hilmy Yahya
2.Bagus Masitto Putra
3.Dian Tri Agus Setiawan
4.Dwi Sulistiani
5.Dwindra Puspita Sari
Kelompok 3)
1.Edrina Yuana Rifi
2.Endang Irianti Kasiyan
3.Fatmania
4.Fifi Agustia Ongky P
5.Iis Fatmawati
Kelompok 4
1 .Irma Afri Yantika
2.Jumiatun Ningsih
3.Lailatul Suniyah
4.Luthfi Zakariya
5.Mei Widiasari
Kelompok 5
1.Meristya Fatmawati
2.Moh. Isnul Arifin
3.Nina Aprilia Akmala
4.Nurul Hikmah
5.Puguh Amaludin
6.Zully Widya Puspitasari
Kelompok 6
1.Santi Dwi Sritanti
2.Siti Maslukhah
3.Siti Qomariyah
4.Sucia Novayanti
5.Vindy Putri Lestari
6.Zeni Susilowati
KELAS XI IPA - 3
Kelompok 1
1. AHMAD TIRMIDZI JUNIAN TOKO 4. ANDI PRAMANA PUTRA
2. ALFIYAN ADITAM. 5. ANNIF WAHYUDA
3. ANANG UBAIDILLAH
KELOMPOK 2
1. ARROHMAH 4. DEWI ARUM SARI
2. ASTRI WULANDARI 5. DIAN U'UL RAHMAWATI
3. DEVIANA AINUL MAALA
KELOMPOK 3
1. DUROTUL YATIMAH 4. DYA NUR RESTILA
2. DWI SUSANTI 5. ELFIN DWI JAYANTI
3. Duwi Evasari
KELOMPOK 4
1. HESTI KURNIAWATI 4. ELVANIA DYAH RORAYANTI
2. IZZATUS SYAFI' MASRUROH 5. LILIS ZAHROTUN NISA
3. JIHAD FARUQ HAKIKI
KELOMPOK 5
1. M. IMRON IBRAHIM 4. NOVITA MAUZUROH
2. NISWATUN NAFIAH 5. NUZULUL ROHMAH
3. NORMA LAILATUS SHOIMAH
KELOMPOK 6
1. PUTRI ROMADLON ROSA LINA 4. SUPRIYONO
2. PUTRI WINDA PARAMITA 5. UMAN SUPROJO
3. RATNA SEFRILIA 6. ZAKKI AZWAR
KELAS XI IPS -1
Kelompok 1
1. ABDULLAH ALI HAIDAR 4. ACHMAD AKSANUL MUKARROM M.
2. AHMAD DERRY SEBASTIAN 5. AIMMATUR ROSYIDAH
3. AHMAD LUTHFI FIDYAGAMA
Kelompok 2
1. AJENG PUSPITASARI 4. ALFIYAH
2. AL KHOMATUL UMAROH 5. ANDRI SETIAWAN
3. ALAN IBRAHIM
Kelompok 3
1. ANGGA ANDRIAWAN 4. DEBI ANANTA KUSUMA PUTRA
2. AYU RETNO SARI 5. DEVI ENGGAR NINGTIYAS
3. DAVID CAHYONO
Kelompok 4
1. DIAN FITRANINGSIH 4. HARUN BAEHAQI
2. FAIQOTUL MUFAIDAH 5. IWAN ANDI BAGUS PUTRANTO
3. FITRUL KHOIRIYAH
Kelompok 5
1. RITA NOVITA SARI 4. M. SUHENDRO
2. MUHAMMAD khafidzi 5. NUR ASIA
3. NIKMATUS SA'ADAH
Kelopok 6
1. SETIYO BEKTI 4. SUDIK HERMAWAN
2. SUTIANA 5. WAHYU KURNIAWAN
3. TRIA FATMA ZUNITA
Kelompok 7 :
2. RUDI HERIYANTO 5. YONGKI DWI SAPUTRA
3. Shendy Dwi Yanuarista
KELAS XI IPS -2
Kelompok 1
1. ACEP KURNIAVI 4. AHMAD MAHFUD
2. ACIK INGKANOVA 5. ALFA BUDI PERMANA
3. AHMAD IRSYADUL IBAD
Kelompok 2
1. ANA OCTAVIA 4. DENI SETIAWAN
2. AZAR FEFRI NOVIANTO 5. DESI INDRI YANI
3. CHOIRUL ABIDIN
Kelompok 3
1. DIDIK HERMAN SYACH 4. EKA FITRIANAH
2. DWI ERNIWATI 5. ELINDA SELFIYAH
5. DWI MARTHA SUSANTY
Kelompok 4
1. ELVIN DIAH AYU PRATIWI 4. IRAWAN WIBISONO
2. EVI RAHMAWATI 5. KIKI MULYATI NINGSIH 3. HIMMATUSSA'ADAH
Kelompok 5
1. MIFTAKUL SAIFUDIN 4. MUHAMMAD FAJAR
2. MIMIN DWI JAYANTI 5. MUHAMMAD FAUZI
3. MUCHAMMAD SAIFUL HADI
Kelompok 6
1. NITA AMELIA 4. SEPTIAN FAHRUR RIZAL
2. RETNO MAYAWATI 5. SITI FAHIYAMIN NUFHATIN FAIDAH
3. RIAN ARIS SUSANTO
Kelompok 7
1. SITI NUR SHOLIHAH 4. MOHAMAD AKHFID
2. SUCAHYONO 5. MUHAMMAD SALIM
3. WAHYU DIAN SETIAWAN
Pedoman Conversation :
1. Siswa sangat dianjurkan dapat menemukan dan berkomunikasi dengan turis dan direkam.
2. Jika terpaksa tidak mendapatkan turis untuk conversation maka diberikan tugas pengganti yaitu: mengadakan kegiatan lain yang didokumentasikan.
3. Semua kelompok akan diminta presentasi dalam bahasa inggris pengalaman selama mengikuti psl (telling story/recount)
4. Penggunaan media dalam presentasi sangat diharapkan untuk menambah nilai presentasi
Judul Buku :
Pedoman Teknis Pembuatan Karya Tulis Praktek Studi Lapangan
Penyusun :
Panitia PSL 2011
Cetakan pertama, Pebruari 2009
Diterbitkan oleh : SMA Negeri 1 Sekaran
Jl. Telaga No. 7 Bulutengger Sekaran
Lamongan 62261
BAB IV
P E N U T U P
Demikian pedoman penulisan karya tulis dalam upaya memudahkan siswa dan pembimbing untuk pelaksanaan praktik studi lapangan kelas XI siswa SMA Negeri 1 Sekaran Lamongan dalam Tahun Pelajaran 2010/2011.
Buku pedoman ini diformat dalam bentuk sederhana maka dari itu perlu penyempurnaan dalam praktik penulisan dan pada saat observasi di lapangan dunia usaha/industri, baik yang dilakukan oleh guru pembimbing dan para siswa peserta Praktik Studi Lapangan.
KATA PENGANTAR
Puji syukur kepada Allah Yang Maha Esa atas nikmat dan karunia-Nya, sehingga dapat diselesaikan Pedoman Teknis Pembuatan Karya Tulis Praktek Studi Lapangan bagi siswa kelas XI SMA Negeri 1 Sekaran Lamongan dalam Tahun Pelajaran 2010/2011 ini.
Tujuan pembuatan Pedoman Teknis Pembuatan Karya Tulis Praktek Studi Lapangan ini diharapkan memberi pedoman pokok bagi siswa agar dalam PSL dapat berjalan sesuai dengan tujuan yang ingin dicapai dalam kegiatan PSL. Karena disusun sangat sederhana maka diharapkan para guru pembimbing diperkenankan untuk menambah dengan referensi lain yang lebih lengkap dan sempurna.
Tidak lupa diucapkan terima kasih kepada Bpk. Mugito, S.Pd.,M.Si. Kepala SMA Negeri 1 Sekaran Lamongan yang dengan ketabahan dan kesabarannya senantiasa memberi motivasi dan bimbingan agar kegiatan ini berjalan baik dan lancar.
Ucapan terima kasih juga disampaikan kepada Bapak Supoyo, A.Md Ketua Komite Sekolah dan para anggota Komite Sekolah yang telah berkenan membantu dan memberi doa restu terhadap pelaksanaan kegiatan Praktek Studi Lapangan ini. Kepada rekan-rekan panitia ucapan terima kasih tak terhingga yang mempercayakan kepada punyusun untuk menjalankan tugas ini.
Lamongan, 10 Januari 2011
Penyusun,
Panitia
i
DAFTAR ISI
Kata Pengantar ……………………………………………………….. i
Daftar Isi ……………………………………………………………… ii
Bab I Teknik Penulisan Karya Tulis …………………………………… 1
I. Pola Penulisan Laporan ………………………………………… 1
II. Syarat-syarat Pembuatan Karya Tulis ………………………... 2
III. Sistematika Penulisan ……………………………………….. 3
Bab II Pelaksanaan Studi Lapangan ……………………………………. 7
A. Dasar Pemikiran ……………………………………………. 7
B. Maksud dan Tujuan …………………………………………. 7
C. Target Studi Lapangan ………………………………………. 8
D. Waktu Pelaksanaan ………………………………………… 8
E. Peserta ……………………………………………………… 8
F. Metode dan Pendekatan ……………………………………. 8
G. Obyek Observasi dan Penelitian …………………………… 8
H. Nara Sumber ……………………………………………….. 9
I. Tempat Pelaksanaan ……………………………………….. 9
J. Pengorganisasian Kegiatan …………………………………. 10
K. Daftar Guru Pembimbing ………………………………….. 10
L. Jadwal Pelaksanaan ……………………………………….. 11
M. Jurnal Bimbingan PSL ……………………………………… 11
Bab III Daftar Nama Kelompok …….................................................. 13
Kelas XI IPA 1 …………………………………………………. 13
Kelas XI IPA 2 …………………………………………………. 13
Kelas XI IPA 3 …………………………………………………. 14
Kelas XI IPS 1…………………………………………………. 15
Kelas XI IPS 2…………………………………………………. 16
Pedoman Conversation ................................................................ 17
Bab IV Penutup ……………………………………………………. 19
ii
PEDOMAN
TEKNIS PEMBUATAN KARYA TULIS
PRAKTIK STUDI LAPANGAN
Oleh
PANITIA PSL 2011
PEMERINTAH KABUPATEN LAMONGAN
DINAS PENDIDIKAN DAN KEBUDAYAAN
SMA NEGERI 1 SEKARAN
2011
XI IPA-1
NOMOR NAMA SISWA L/ P
Urut Induk
1 1776 Ade Rifqi Faiz Franata L
2 1779 Afif Achsanul Choiri L
3 1797 Arista Eva Yanti P
4 1800 Avif Agung Priyanto L
5 1808 Dewi Sri Rezeki P
6 1809 Diah Mustika Maulita P
7 1810 Dian Ady Saputra L
8 1816 Diniatul Amaliyah P
9 1834 Faridatul 'Ilmiyah P
10 1837 Feni Lailiyah P
11 1844 Hermawan Susanto L
12 1845 Hikmah Nur Hidayah P
13 1847 Iin Ariska P
14 1848 Iin Nuraini P
15 1857 Khoirun Nisa ' Mawaddah Nur P
16 1858 Kokoh Sadewa L
17 1863 Leni Rachmawati P
18 1867 Luluk Safitri P
19 1878 May Firda Mukhoyaroh P
20 1882 Moh. Bayu Zamrommy L
21 1895 Nur Fadliana P
22 1896 Nur Febrianna P
23 1901 Nuzulah Ana Fitria P
24 1903 Putri Hamidah Makhfudhod P
25 1904 Ratna Putri Ayu Lestari P
26 1916 Siti Nur Mahmudah P
27 1928 Ummu Sholikhatin P
28 1931 Wahyu Adhi Prasetya L
29 1939 Yola Permata Brilianti P
30 1947 Yuagnes Pristi Arum P P
31 1948 Tina Anita Sari P
32 1949 M. Bagus Arif W L
Laki-laki 9
Perempuan 23
JUMLAH 32
XI IPA -2
NOMOR NAMA SISWA L/ P
Urut Induk
1 1777 Ade Yolanda P
2 1778 Aena Wati P
3 1788 Ahmad Sulem L
4 1789 Ainul Mubarrok L
5 1792 Al Finayah P
6 1794 Andi Hilmy Yahya L
7 1801 Bagus Masitto Putra L
8 1811 Dian Tri Agus Setiawan L
9 1820 Dwi Sulistiani P
10 1821 Dwindra Puspita Sari P
11 1823 Edrina Yuana Rifi P
12 1826 Endang Irianti Kasiyan P
13 1835 Fatmania P
14 1838 Fifi Agustia Ongky P P
15 1849 Iis Fatmawati P
16 1852 Irma Afri Yantika P
17 1853 Jumiatun Ningsih P
18 1860 Lailatul Suniyah P
19 1869 Luthfi Zakariya L
20 1879 Mei Widiasari P
21 1880 Meristya Fatmawati P
22 1883 Moh. Isnul Arifin L
23 1889 Nina Aprilia Akmala P
24 1900 Nurul Hikmah P
25 1902 Puguh Amaludin L
26 1910 Santi Dwi Sritanti P
27 1915 Siti Maslukhah P
28 1917 Siti Qomariyah P
29 1921 Sucia Novayanti P
30 1930 Vindy Putri Lestari P
31 1941 Zeni Susilowati P
32 1942 Zully Widya Puspitasari P
Laki-laki 8
Perempuan 24
JUMLAH 32
XI IPA-3
NOMOR NAMA SISWA L/ P
Urut Induk
1 1790 Aisyatu Robic P
2 1796 Aris Ardiansyah L
3 1799 Asmaul Khotimah P
4 1805 Desi Kumalasari P
5 1807 Dewi Sri Purwanti P
6 1814 Dimas Nurchamdani Putra L
7 1817 Dodik Sugiantoro L
8 1818 Dwi Aji Setiawan L
9 1822 Dwita Dana Pradipta P
10 1827 Eni Hartika Harahap P
11 1830 Erni Johan Pratama L
12 1831 Eva Meilia P
13 1840 Ganys Putri Nugrahini P
14 1842 Hanna Nofitasari P
15 1843 Heni Rochmah Triwahyuning Tiyas P
16 1851 Inggy Selsa Mei Nany P
17 1861 Lathifah Sarda Devi P
18 1862 Lela Lestari P
19 1881 Novita Sari Rohmah P
20 1886 Mu'Izzatul Fakhiroh P
21 1887 Nadya Selvy Mutiara A. P
22 1898 Nur Hidayati P
23 1908 Sahirul Falah L
24 1912 Sholeh Prayogo L
25 1914 Siti Mas'Idah P
26 1919 Sri Astutik Listyorini P
27 1920 Suci Rohmawati P
28 1922 Sukisno L
29 1927 Tri Mariya Ulfa P
30 1933 Yani Fitri Wulandari P
31 1934 Yeni Mundisari P
32 1955 Asep Astrianto L
Laki-laki 9
Perempuan 23
JUMLAH 32
XI IPS-1
NOMOR NAMA SISWA L/ P
Urut Induk
1 1774 Achmad Aga Ananta L
2 1780 Afif Bagus Fathoni L
3 1781 Agung Gufron Riski Fauzi L
4 1787 Ahmad Nasrul Hamsyah L
5 1798 Asih Winarti P
6 1802 Berlyan Pamungkas L
7 1804 Della Pungki Arniati P
8 1812 Dicky Rama Bina Praja L
9 1813 Dimas M. Ghozali L
10 1825 Elly Saputri P
11 1828 Enni Rosita P
12 1829 Era Susan P
13 1832 Faisal L
14 1836 Fazis Aroyan Rosyadi L
15 1846 Himawan Prasetio L
16 1854 Junita Anjasari P
17 1864 Listiawati P
18 1866 Lucky Childa Pratama L
19 1868 Lupita Sari P
20 1870 M. Adi Suprayitno L
21 1871 M. Agus Nizar Zarkoni L
22 1874 M. Farid Ansyori L
23 1881 Miftahus Syifa' L
24 1884 Mohammad Andriyanto L
25 1893 Nunung Ayu Nur Jannah P
26 1894 Nur Cholifah P
27 1897 Nur Hidayah P
28 1909 Saidatul Afifah P
29 1918 Siti Rodiyah P
30 1925 Taufan Hadi Putra L
31 1926 Teguh Feri Susanto L
32 1932 Widia Sariani P
33 1935 Yeni Puji Lestari P
34 1936 Yeni Tue Kartika Abestari P
35 1946 Uta Asita Aprilian T P
36 1953 Inna Sulistyawati P
Laki-laki 18
Perempuan 18
JUMLAH 36
XI IPS – 2
NOMOR NAMA SISWA L/ P
Urut Induk
1 1782 Agung Hendrayana L
2 1783 Ahmad Ghozali L
3 1784 Ahmad Marzuki L
4 1785 Ahmad Nasikin L
5 1791 Akhlakul Karimah P
6 1795 Andri Priyatno L
7 1803 Dedy Eko Prastyo L
8 1806 Dewi Ratna Sari P
9 1815 Diniar Rizal Abdi Saifulloh L
10 1819 Dwi Amelia Febriany P
11 1824 Efah Laras Mentari P
12 1833 Faqrul Sani L
13 1841 Habi Mukamat Nafi L
14 1855 Khafidhotin P
15 1856 Khoirul Ummah P
16 1859 Lady Citra Purnamasari P
17 1865 Locky Andriansyah L
18 1872 M. Agus Hermawan L
19 1876 Marti'Ah P
20 1877 Masfufah P
21 1880 Nova Triyanto L
22 1885 Muchammad Abdul Ghofur L
23 1892 Nunuk Ayu Maisaroh P
24 1899 Nur Ilmi Hidayati P
25 1905 Ricky Andre Febrian L
26 1906 Rijal Ikhwanul Muslimin L
27 1907 Risfaini P
28 1911 Sari Pujiatin P
29 1913 Siti Mariyatun P
30 1923 Suryo Hadi Pranoto L
31 1924 Tanjung Roshafifa P
32 1929 Vidyatul Khusnia P
33 1937 Yogi Arie Sandy L
34 1938 Yogi Pradika L
35 1950 Eka Putri Heryanti A P
36 1956 Fitri Puji Astutik P
Laki-laki 18
Perempuan 18
JUMLAH 36
Senin, 16 Januari 2012
genre and the like
Genre and the Research Paper
Summary: This handout provides detailed information about how to write research papers including discussing research papers as a genre, choosing topics, and finding sources.
Contributors:Jack Raymond Baker, Allen Brizee
Last Edited: 2011-03-30 09:06:38
Research: What it is.
A research paper is the culmination and final product of an involved process of research, critical thinking, source evaluation, organization, and composition. It is, perhaps, helpful to think of the research paper as a living thing, which grows and changes as the student explores, interprets, and evaluates sources related to a specific topic. Primary and secondary sources are the heart of a research paper, and provide its nourishment; without the support of and interaction with these sources, the research paper would morph into a different genre of writing (e.g., an encyclopedic article). The research paper serves not only to further the field in which it is written, but also to provide the student with an exceptional opportunity to increase her knowledge in that field. It is also possible to identify a research paper by what it is not.
Research: What it is not.
A research paper is not simply an informed summary of a topic by means of primary and secondary sources. It is neither a book report nor an opinion piece nor an expository essay consisting solely of one's interpretation of a text nor an overview of a particular topic. Instead, it is a genre that requires one to spend time investigating and evaluating sources with the intent to offer interpretations of the texts, and not unconscious regurgitations of those sources. The goal of a research paper is not to inform the reader what others have to say about a topic, but to draw on what others have to say about a topic and engage the sources in order to thoughtfully offer a unique perspective on the issue at hand. This is accomplished through two major types of research papers.
Two major types of research papers.
Argumentative research paper:
The argumentative research paper consists of an introduction in which the writer clearly introduces the topic and informs his audience exactly which stance he intends to take; this stance is often identified as the thesis statement. An important goal of the argumentative research paper is persuasion, which means the topic chosen should be debatable or controversial. For example, it would be difficult for a student to successfully argue in favor of the following stance.
Cigarette smoking poses medical dangers and may lead to cancer for both the smoker and those who experience secondhand smoke.
Perhaps 25 years ago this topic would have been debatable; however, today, it is assumed that smoking cigarettes is, indeed, harmful to one's health. A better thesis would be the following.
Although it has been proven that cigarette smoking may lead to sundry health problems in the smoker, the social acceptance of smoking in public places demonstrates that many still do not consider secondhand smoke as dangerous to one's health as firsthand smoke.
In this sentence, the writer is not challenging the current accepted stance that both firsthand and secondhand cigarette smoke is dangerous; rather, she is positing that the social acceptance of the latter over the former is indicative of a cultural double-standard of sorts. The student would support this thesis throughout her paper by means of both primary and secondary sources, with the intent to persuade her audience that her particular interpretation of the situation is viable.
Analytical research paper:
The analytical research paper often begins with the student asking a question (a.k.a. a research question) on which he has taken no stance. Such a paper is often an exercise in exploration and evaluation. For example, perhaps one is interested in the Old English poem Beowulf. He has read the poem intently and desires to offer a fresh reading of the poem to the academic community. His question may be as follows.
How should one interpret the poem Beowulf?
His research may lead him to the following conclusion.
Beowulf is a poem whose purpose it was to serve as an exemplum of heterodoxy for tenth- and eleventh-century monastic communities.
Though his topic may be debatable and controversial, it is not the student's intent to persuade the audience that his ideas are right while those of others are wrong. Instead, his goal is to offer a critical interpretation of primary and secondary sources throughout the paper--sources that should, ultimately, buttress his particular analysis of the topic. The following is an example of what his thesis statement may look like once he has completed his research.
Though Beowulf is often read as a poem that recounts the heroism and supernatural exploits of the protagonist Beowulf, it may also be read as a poem that served as an exemplum of heterodoxy for tenth- and eleventh-century monastic communities found in the Danelaw.
This statement does not negate the traditional readings of Beowulf; instead, it offers a fresh and detailed reading of the poem that will be supported by the student's research.
It is typically not until the student has begun the writing process that his thesis statement begins to take solid form. In fact, the thesis statement in an analytical paper is often more fluid than the thesis in an argumentative paper. Such is one of the benefits of approaching the topic without a predetermined stance.
General Writing Resources
If you are having trouble locating a specific resource please visit the search page or the Site Map.
The Writing Process
These OWL resources will help you with the writing process: pre-writing (invention), developing research questions and outlines, composing thesis statements, and proofreading. While the writing process may be different for each person and for each particular assignment, the resources contained in this section follow the general work flow of pre-writing, organizing, and revising. For resources and examples on specific types of writing assignments, please go to our Common Writing Assignments area.
Academic Writing
These OWL resources will help you with the types of writing you may encounter while in college. The OWL resources range from rhetorical approaches for writing, to document organization, to sentence level work, such as clarity. For specific examples of writing assignments, please see our Common Writing Assignments area.
Common Writing Assignments
These OWL resources will help you understand and complete specific types of writing assignments, such as annotated bibliographies, book reports, and research papers. This section also includes resources on writing academic proposals for conference presentations, journal articles, and books.
Mechanics
These OWL resources will help you with sentence level organization and style. This area includes resources on writing issues, such as active and passive voice, parallel sentence structure, parts of speech, and transitions.
Grammar
These OWL resources will help you use correct grammar in your writing. This area includes resources on grammar topics, such as count and noncount nouns, articles (a versus an), subject-verb agreement, and prepositions.
Punctuation
These OWL resources will help you with punctuation, such as using commas, quotation marks, apostrophes, and hyphens.
Visual Rhetoric
These OWL resources will help you understand and work with rhetorical theories regarding visual and graphical displays of information. This area includes resources on analyzing and producing visual rhetoric, working with colors, and designing effective slide presentations.
Media File Index
The resources in this section contain links to all the media files found on the Purdue OWL. In this section, you can click on links that will take you to a resource where you can view or download a PowerPoint presentation or workshop, sample paper, sample employment document, vidcast, podcast, or Flash movie.
Giving to the Purdue Writing Lab
Thank you for your interest in giving to the Purdue Writing Lab. Your tax-deductible gift will help us better serve Purdue University students who use our physical writing center, as well as serve our global friends online who use the OWL (Online Writing Lab). Please take a few moments to learn more about each area through which we serve students. If you would like to make a contribution to one of these specific areas, please follow the directions located in the last section under Giving Directions.
The Purdue University Writing Lab
The Writing Lab at Purdue University in West Lafayette, Indiana, had humble beginnings when Muriel Harris founded the Lab in 1976. It began as a one-room space with three consultants who worked with Purdue writers at any skill level. The Lab has grown to three rooms, with the addition of computer workstations, specialized writing services, two satellite locations in the Undergraduate Library and in Meredith Residence Hall, and the Online Writing Lab (OWL). The Writing Lab is more than a place for students to receive help with writing; it serves as a model for an international community of writing centers and composition scholars.
The Writing Lab tutors consist of Graduate Teaching Assistants who tutor writing in all subject areas, Undergraduate Teaching Assistants for first year-composition, and Business Writing Consultants for job search documents and professional writing assignments. Tutors work one-to-one with Purdue undergraduates and graduate students in 30-minute consultations. The Writing Lab also offers workshops covering a variety of topics, from the writing process to résumés and cover letters. Some workshops are designed specifically for the needs of ESL students, who also find the lab’s conversation groups and self-study materials helpful for improving their English language skills.
Your tax-deductible gift to the Writing Lab would support Writing Lab services and programs, tutor training, research, and outreach efforts.
OWL (Online Writing Lab)
While the Writing Lab primarily serves the West Lafayette campus community, it also provides services to Internet users around the world via the OWL. The OWL, located at http://owl.english.purdue.edu, received in excess of 128,000,000 visits from people last year utilizing its extensive collection of handouts, PowerPoint presentations, and other resources including podcasts designed for both students and teachers. The Purdue OWL is perhaps the most well-known Writing Lab service, as students who are new to Purdue mention using the OWL in their high school classes. The 24-hour access to the OWL enables anyone at any time to find answers to questions about writing, improve specific writing skills, or discover teaching materials for helping students learn about writing. The OWL is referenced in many textbooks on writing and Web development and by citations in the scholarly literature of computer-assisted writing, writing centers, and composition studies in general.
Your tax-deductible gift to the OWL would support development of and updates to OWL resources and help keep them free, as well as research, outreach, and technology.
Muriel Harris Tutor Development Fund
The fund was established in honor of Muriel “Mickey” Harris, who founded the Writing Lab in 1976 and retired in May 2003. The fund recognizes the groundbreaking work Mickey achieved in building an international writing center community.
Your tax-deductible gift to this fund enables tutors in the Writing Lab to pursue professional development, and helps foster Mickey’s longstanding philosophy of encouraging both undergraduate and graduate tutors to participate in conferences, presentations, and workshops.
Giving Directions
If you would like to make a tax-deductible contribution, please make checks payable to Purdue University, with The Writing Lab, OWL (Online Writing Lab), or Muriel Harris Tutor Development Fund in the memo line. Checks should be mailed to the following address:
Purdue Foundation
403 West Wood Street
West Lafayette, IN 47907-2007
A Welcome from the Directors
Greetings from the Writing Lab at Purdue, and welcome to the new Writing Lab website! We have spent the past few semesters creating a new site to better assist you, our users, in finding information about our Lab.
As always, the center of our work is one-to-one tutorials with students. Our trained tutors assist all undergraduate and graduate students working on any writing project, in any stage of the writing process.
We also offer services specifically for students studying English as a Second Language, students working on employment or Professional Writing documents, and students in English 106 and 108. Please check out the main menu for more information about these and other services.
If you have any questions or comments about the Writing Lab, please do not hesitate to contact us.
Sincerely,
Linda Bergmann, Professor of English and Writing Lab Director
Tammy Conard-Salvo, Writing Lab Associate Director
Teacher and Tutor Resources
If you are having trouble locating a specific resource please visit the search page or the Site Map.
Writing Instructors
These OWL resources will help instructors develop curricula for teaching a wide range of writing. This area includes resources on teaching writing across the curriculum and teaching writing in the disciplines, as well as an index of slide presentations on teaching writing. This area also includes a link to the OWL Exercises.
Writing Tutors
These OWL resources will help writing consultants develop strategies for tutoring a wide range of writing. This area includes resources on how to run a writing conference and how to tutor students in job search documents and creative writing. This area also includes an index of slide presentations on teaching writing and a link to the OWL Exercises.
Teaching Resources
These OWL resources will help instructors use multi-media tools to teach writing. This area includes links to the OWL Podcasts, the OWL Writing Exercises, and the index pages for OWL slide presentations and workshops on writing.
Preventing Plagiarism
These OWL resources contain lesson plans and activities to help teachers instruct students on how to understand and avoid plagiarism. Activities in the "Contextualizing Plagiarism" section ask students to discuss and write about plagiarism, copyright, collaboration, authorship, and plagiarism policies. Activities in the "Avoiding Plagiarism" section ask students to differentiate among summarizing, paraphrasing, and quoting and use MLA and APA in-text citations appropriately. The resources with titles that include "Handout" provide handouts that are free to print for your students by using the print option in your web browser. The "Handout" resources correspond with the resource listed above it.
Invention: Starting the Writing Process
Summary: Tips for how to start a writing assignment.
Contributors:Stacy Weida, Karl Stolley
Last Edited: 2011-02-09 02:23:00
Writing takes time
Find out when is the assignment due and devise a plan of action. This may seem obvious and irrelevant to the writing process, but it's not. Writing is a process, not merely a product. Even the best professional writers don't just sit down at a computer, write, and call it a day. The quality of your writing will reflect the time and forethought you put into the assignment. Plan ahead for the assignment by doing pre-writing: this will allow you to be more productive and organized when you sit down to write. Also, schedule several blocks of time to devote to your writing; then, you can walk away from it for a while and come back later to make changes and revisions with a fresh mind.
Use the rhetorical elements as a guide to think through your writing
Thinking about your assignment in terms of the rhetorical situation can help guide you in the beginning of the writing process. Topic, audience, genre, style, opportunity, research, the writer, and purpose are just a few elements that make up the rhetorical situation.
Topic and audience are often very intertwined and work to inform each other. Start with a broad view of your topic such as skateboarding, pollution, or the novel Jane Eyre and then try to focus or refine your topic into a concise thesis statement by thinking about your audience. Here are some questions you can ask yourself about audience:
• Who is the audience for your writing?
• Do you think your audience is interested in the topic? Why or why not?
• Why should your audience be interested in this topic?
• What does your audience already know about this topic?
• What does your audience need to know about this topic?
• What experiences has your audience had that would influence them on this topic?
• What do you hope the audience will gain from your text?
For example, imagine that your broad topic is dorm food. Who is your audience? You could be writing to current students, prospective students, parents of students, university administrators, or nutrition experts among others. Each of these groups would have different experiences with and interests in the topic of dorm food. While students might be more concerned with the taste of the food or the hours food is available, parents might be more concerned with the price.
You can also think about opportunity as a way to refine or focus your topic by asking yourself what current events make your topic relevant at this moment. For example, you could connect the nutritional value of dorm food to the current debate about the obesity epidemic or you could connect the price value of dorm food to the rising cost of a college education overall.
Keep in mind the purpose of the writing assignment.
Writing can have many different purposes. Here are just a few examples:
• Summarizing: Presenting the main points or essence of another text in a condensed form
• Arguing/Persuading: Expressing a viewpoint on an issue or topic in an effort to convince others that your viewpoint is correct
• Narrating: Telling a story or giving an account of events
• Evaluating: Examining something in order to determine its value or worth based on a set of criteria.
• Analyzing: Breaking a topic down into its component parts in order to examine the relationships between the parts.
• Responding: Writing that is in a direct dialogue with another text.
• Examining/Investigating: Systematically questioning a topic to discover or uncover facts that are not widely known or accepted, in a way that strives to be as neutral and objective as possible.
• Observing: Helping the reader see and understand a person, place, object, image or event that you have directly watched or experienced through detailed sensory descriptions.
You could be observing your dorm cafeteria to see what types of food students are actually eating, you could be evaluating the quality of the food based on freshness and quantity, or you could be narrating a story about how you gained fifteen pounds your first year at college.
You may need to use several of these writing strategies within your paper. For example you could summarize federal nutrition guidelines, evaluate whether the food being served at the dorm fits those guidelines, and then argue that changes should be made in the menus to better fit those guidelines.
Pre-writing strategies
Once you have thesis statement just start writing! Don't feel constrained by format issues. Don't worry about spelling, grammar, or writing in complete sentences. Brainstorm and write down everything you can think of that might relate to the thesis and then reread and evaluate the ideas you generated. It's easier to cut out bad ideas than to only think of good ones. Once you have a handful of useful ways to approach the thesis you can use a basic outline structure to begin to think about organization. Remember to be flexible; this is just a way to get you writing. If better ideas occur to you as you're writing, don't be afraid to refine your original ideas.
Teaching Detailed Writing and Procedural Transitions
Media File: Teaching Detailed Writing and Procedural Transitions
This resource is enhanced by a PowerPoint file. Download the free Microsoft PowerPoint Viewer
Students new to writing lab and research reports often underestimate the importance of consistency of terminology and detail as well as appropriate and precise procedural transitions. One reason for this is that they may not clearly understand the purpose of this kind of writing beyond a school setting.
In the professional world, a lab or research report serves to both publicize new information and to give future researchers a framework for testing and applying the original researchers’ methods. As all instructors who deal with writing understand, it is difficult to reproduce the conditions of scientific publication for students. However, the following activity emphasizes the function of an audience with needs and expectations, while simplified, that mirror those of the scientific community they ought to have in mind as they write.
Activity: Describe Setting a Mousetrap
Put students into groups of two or more. Give them a standard mouse trap and ask them to write a set of directions for setting and disabling the trap. Make sure they do not have access to directions for setting mousetraps (e.g. discard the directions and limit access to the Internet). Prohibit students from using visual elements in this exercise. Students may think at first that the assignment is easy and beneath them, but will soon understand the difficulty of inventing terms that describe each part of the trap and the operations that must be performed in order to set the trap correctly and safely. Students will need at least 10-15 minutes to write the first part of the exercise. Expect a lot of noise as students verbally work on defining their terms as a group.
Next, select a volunteer to set and disable a mousetrap according to the directions of another group for the entire class. The volunteer should be provided only with the written directions of the selected group. Have the volunteer read the directions aloud as s/he attempts to set the trap and instruct him or her to follow only the directions as stated. S/he should also be instructed to let the class know when s/he is confused or cannot proceed. Chances are, the volunteer will run into problems right away. Here’s a list of common problems:
• Unclear, wordy, or imprecise descriptions
• Inconsistent use of key terms
• Missing or imprecise procedural transitions
This activity can be a good way to socialize new lab partners and simply introduce the importance of precision, consistent use of terms, and procedural transitions. If this is your aim, you can end the activity at the end of class and perhaps ask students to write a reflection of why the activity was interesting or important. You can also use this activity to introduce the challenges of writing a methods and materials section. Ask students to work with their directions over the course of a few class periods. They should be asked to revise together for accuracy and clarity and, importantly, the genre conventions of methods sections (e.g. using past tense, passive voice etc).
A good way to extend this exercise is to require students to refine their instructions and add graphics to their explanations as homework.
Build Your Personalized Brain Training Program
1. Memory
2. Attention
3. Speed
4. Flexibility
5. Problem Solving
Your Personalized Training Program
1. Memory
Select all aspects of your memory that you want to improve
• Remembering names after the first introduction
• Keeping track of several ideas at the same time
• Learning new subjects quickly and accurately
• Recalling the location of objects
You have the power to change your brain
Scientists have discovered that the brain can reorganize itself when confronted with new challenges, even through adulthood. Based on this research, Lumosity's exercises are engineered to train a range of cognitive functions, from working memory to fluid intelligence.
2. Attention
Select all aspects of your attention that you want to improve
• Avoiding distractions
• Concentrating while learning something new
• Maintaining focus on important tasks all day
• Improving productivity and precision at work or home
Scientifically demonstrated benefits
Scientific studies have shown that Lumosity training can improve your ability to dynamically allocate attention, which sharpens memory and processing skills.
3. Speed
Select all aspects of your processing speed that you want to improve
• Adapting to changing environments
• Speeding up cognitive processes
• Reacting quickly
• Decision-making in time-sensitive situations
Designed by neuroscientists
Lumosity exercises are designed by neuroscientists and are based on independent scientific research from institutions like Harvard, Stanford and Berkeley.
4. Flexibility
Select all aspects of your mental flexibility that you want to improve
• Thinking outside the box
• Multi-tasking quickly and efficiently
• Communicating clearly
• Avoiding errors
A simple, convenient training program
Research shows that training just 10-15 minutes a day on Lumosity can lead to dramatic improvements over time.
5. Problem Solving
Select all aspects of your problem solving skills that you want to improve
• Calculating figures in your head
• Making quick and accurate estimations
• Dissecting complex arguments
• Determining the best course of action
Experience the benefits of Lumosity training
Lumosity users report positive and often remarkable results that include: better face-name recall, faster problem-solving skills, and a quicker memory.
Build Your Personalized Brain Training Program
1. Memory
2. Attention
3. Speed
4. Flexibility
5. Problem Solving
Your Personalized Training Program
1. Memory
Select all aspects of your memory that you want to improve
• Remembering names after the first introduction
• Keeping track of several ideas at the same time
• Learning new subjects quickly and accurately
• Recalling the location of objects
You have the power to change your brain
Scientists have discovered that the brain can reorganize itself when confronted with new challenges, even through adulthood. Based on this research, Lumosity's exercises are engineered to train a range of cognitive functions, from working memory to fluid intelligence.
2. Attention
Select all aspects of your attention that you want to improve
• Avoiding distractions
• Concentrating while learning something new
• Maintaining focus on important tasks all day
• Improving productivity and precision at work or home
Scientifically demonstrated benefits
Scientific studies have shown that Lumosity training can improve your ability to dynamically allocate attention, which sharpens memory and processing skills.
3. Speed
Select all aspects of your processing speed that you want to improve
• Adapting to changing environments
• Speeding up cognitive processes
• Reacting quickly
• Decision-making in time-sensitive situations
Designed by neuroscientists
Lumosity exercises are designed by neuroscientists and are based on independent scientific research from institutions like Harvard, Stanford and Berkeley.
4. Flexibility
Select all aspects of your mental flexibility that you want to improve
• Thinking outside the box
• Multi-tasking quickly and efficiently
• Communicating clearly
• Avoiding errors
A simple, convenient training program
Research shows that training just 10-15 minutes a day on Lumosity can lead to dramatic improvements over time.
5. Problem Solving
Select all aspects of your problem solving skills that you want to improve
• Calculating figures in your head
• Making quick and accurate estimations
• Dissecting complex arguments
• Determining the best course of action
Experience the benefits of Lumosity training
Lumosity users report positive and often remarkable results that include: better face-name recall, faster p• Memory
• Attention
• Speed
• Flexibility
• Problem Solving
roblem-solving skills, and a quicker memory.
Summary: This handout provides detailed information about how to write research papers including discussing research papers as a genre, choosing topics, and finding sources.
Contributors:Jack Raymond Baker, Allen Brizee
Last Edited: 2011-03-30 09:06:38
Research: What it is.
A research paper is the culmination and final product of an involved process of research, critical thinking, source evaluation, organization, and composition. It is, perhaps, helpful to think of the research paper as a living thing, which grows and changes as the student explores, interprets, and evaluates sources related to a specific topic. Primary and secondary sources are the heart of a research paper, and provide its nourishment; without the support of and interaction with these sources, the research paper would morph into a different genre of writing (e.g., an encyclopedic article). The research paper serves not only to further the field in which it is written, but also to provide the student with an exceptional opportunity to increase her knowledge in that field. It is also possible to identify a research paper by what it is not.
Research: What it is not.
A research paper is not simply an informed summary of a topic by means of primary and secondary sources. It is neither a book report nor an opinion piece nor an expository essay consisting solely of one's interpretation of a text nor an overview of a particular topic. Instead, it is a genre that requires one to spend time investigating and evaluating sources with the intent to offer interpretations of the texts, and not unconscious regurgitations of those sources. The goal of a research paper is not to inform the reader what others have to say about a topic, but to draw on what others have to say about a topic and engage the sources in order to thoughtfully offer a unique perspective on the issue at hand. This is accomplished through two major types of research papers.
Two major types of research papers.
Argumentative research paper:
The argumentative research paper consists of an introduction in which the writer clearly introduces the topic and informs his audience exactly which stance he intends to take; this stance is often identified as the thesis statement. An important goal of the argumentative research paper is persuasion, which means the topic chosen should be debatable or controversial. For example, it would be difficult for a student to successfully argue in favor of the following stance.
Cigarette smoking poses medical dangers and may lead to cancer for both the smoker and those who experience secondhand smoke.
Perhaps 25 years ago this topic would have been debatable; however, today, it is assumed that smoking cigarettes is, indeed, harmful to one's health. A better thesis would be the following.
Although it has been proven that cigarette smoking may lead to sundry health problems in the smoker, the social acceptance of smoking in public places demonstrates that many still do not consider secondhand smoke as dangerous to one's health as firsthand smoke.
In this sentence, the writer is not challenging the current accepted stance that both firsthand and secondhand cigarette smoke is dangerous; rather, she is positing that the social acceptance of the latter over the former is indicative of a cultural double-standard of sorts. The student would support this thesis throughout her paper by means of both primary and secondary sources, with the intent to persuade her audience that her particular interpretation of the situation is viable.
Analytical research paper:
The analytical research paper often begins with the student asking a question (a.k.a. a research question) on which he has taken no stance. Such a paper is often an exercise in exploration and evaluation. For example, perhaps one is interested in the Old English poem Beowulf. He has read the poem intently and desires to offer a fresh reading of the poem to the academic community. His question may be as follows.
How should one interpret the poem Beowulf?
His research may lead him to the following conclusion.
Beowulf is a poem whose purpose it was to serve as an exemplum of heterodoxy for tenth- and eleventh-century monastic communities.
Though his topic may be debatable and controversial, it is not the student's intent to persuade the audience that his ideas are right while those of others are wrong. Instead, his goal is to offer a critical interpretation of primary and secondary sources throughout the paper--sources that should, ultimately, buttress his particular analysis of the topic. The following is an example of what his thesis statement may look like once he has completed his research.
Though Beowulf is often read as a poem that recounts the heroism and supernatural exploits of the protagonist Beowulf, it may also be read as a poem that served as an exemplum of heterodoxy for tenth- and eleventh-century monastic communities found in the Danelaw.
This statement does not negate the traditional readings of Beowulf; instead, it offers a fresh and detailed reading of the poem that will be supported by the student's research.
It is typically not until the student has begun the writing process that his thesis statement begins to take solid form. In fact, the thesis statement in an analytical paper is often more fluid than the thesis in an argumentative paper. Such is one of the benefits of approaching the topic without a predetermined stance.
General Writing Resources
If you are having trouble locating a specific resource please visit the search page or the Site Map.
The Writing Process
These OWL resources will help you with the writing process: pre-writing (invention), developing research questions and outlines, composing thesis statements, and proofreading. While the writing process may be different for each person and for each particular assignment, the resources contained in this section follow the general work flow of pre-writing, organizing, and revising. For resources and examples on specific types of writing assignments, please go to our Common Writing Assignments area.
Academic Writing
These OWL resources will help you with the types of writing you may encounter while in college. The OWL resources range from rhetorical approaches for writing, to document organization, to sentence level work, such as clarity. For specific examples of writing assignments, please see our Common Writing Assignments area.
Common Writing Assignments
These OWL resources will help you understand and complete specific types of writing assignments, such as annotated bibliographies, book reports, and research papers. This section also includes resources on writing academic proposals for conference presentations, journal articles, and books.
Mechanics
These OWL resources will help you with sentence level organization and style. This area includes resources on writing issues, such as active and passive voice, parallel sentence structure, parts of speech, and transitions.
Grammar
These OWL resources will help you use correct grammar in your writing. This area includes resources on grammar topics, such as count and noncount nouns, articles (a versus an), subject-verb agreement, and prepositions.
Punctuation
These OWL resources will help you with punctuation, such as using commas, quotation marks, apostrophes, and hyphens.
Visual Rhetoric
These OWL resources will help you understand and work with rhetorical theories regarding visual and graphical displays of information. This area includes resources on analyzing and producing visual rhetoric, working with colors, and designing effective slide presentations.
Media File Index
The resources in this section contain links to all the media files found on the Purdue OWL. In this section, you can click on links that will take you to a resource where you can view or download a PowerPoint presentation or workshop, sample paper, sample employment document, vidcast, podcast, or Flash movie.
Giving to the Purdue Writing Lab
Thank you for your interest in giving to the Purdue Writing Lab. Your tax-deductible gift will help us better serve Purdue University students who use our physical writing center, as well as serve our global friends online who use the OWL (Online Writing Lab). Please take a few moments to learn more about each area through which we serve students. If you would like to make a contribution to one of these specific areas, please follow the directions located in the last section under Giving Directions.
The Purdue University Writing Lab
The Writing Lab at Purdue University in West Lafayette, Indiana, had humble beginnings when Muriel Harris founded the Lab in 1976. It began as a one-room space with three consultants who worked with Purdue writers at any skill level. The Lab has grown to three rooms, with the addition of computer workstations, specialized writing services, two satellite locations in the Undergraduate Library and in Meredith Residence Hall, and the Online Writing Lab (OWL). The Writing Lab is more than a place for students to receive help with writing; it serves as a model for an international community of writing centers and composition scholars.
The Writing Lab tutors consist of Graduate Teaching Assistants who tutor writing in all subject areas, Undergraduate Teaching Assistants for first year-composition, and Business Writing Consultants for job search documents and professional writing assignments. Tutors work one-to-one with Purdue undergraduates and graduate students in 30-minute consultations. The Writing Lab also offers workshops covering a variety of topics, from the writing process to résumés and cover letters. Some workshops are designed specifically for the needs of ESL students, who also find the lab’s conversation groups and self-study materials helpful for improving their English language skills.
Your tax-deductible gift to the Writing Lab would support Writing Lab services and programs, tutor training, research, and outreach efforts.
OWL (Online Writing Lab)
While the Writing Lab primarily serves the West Lafayette campus community, it also provides services to Internet users around the world via the OWL. The OWL, located at http://owl.english.purdue.edu, received in excess of 128,000,000 visits from people last year utilizing its extensive collection of handouts, PowerPoint presentations, and other resources including podcasts designed for both students and teachers. The Purdue OWL is perhaps the most well-known Writing Lab service, as students who are new to Purdue mention using the OWL in their high school classes. The 24-hour access to the OWL enables anyone at any time to find answers to questions about writing, improve specific writing skills, or discover teaching materials for helping students learn about writing. The OWL is referenced in many textbooks on writing and Web development and by citations in the scholarly literature of computer-assisted writing, writing centers, and composition studies in general.
Your tax-deductible gift to the OWL would support development of and updates to OWL resources and help keep them free, as well as research, outreach, and technology.
Muriel Harris Tutor Development Fund
The fund was established in honor of Muriel “Mickey” Harris, who founded the Writing Lab in 1976 and retired in May 2003. The fund recognizes the groundbreaking work Mickey achieved in building an international writing center community.
Your tax-deductible gift to this fund enables tutors in the Writing Lab to pursue professional development, and helps foster Mickey’s longstanding philosophy of encouraging both undergraduate and graduate tutors to participate in conferences, presentations, and workshops.
Giving Directions
If you would like to make a tax-deductible contribution, please make checks payable to Purdue University, with The Writing Lab, OWL (Online Writing Lab), or Muriel Harris Tutor Development Fund in the memo line. Checks should be mailed to the following address:
Purdue Foundation
403 West Wood Street
West Lafayette, IN 47907-2007
A Welcome from the Directors
Greetings from the Writing Lab at Purdue, and welcome to the new Writing Lab website! We have spent the past few semesters creating a new site to better assist you, our users, in finding information about our Lab.
As always, the center of our work is one-to-one tutorials with students. Our trained tutors assist all undergraduate and graduate students working on any writing project, in any stage of the writing process.
We also offer services specifically for students studying English as a Second Language, students working on employment or Professional Writing documents, and students in English 106 and 108. Please check out the main menu for more information about these and other services.
If you have any questions or comments about the Writing Lab, please do not hesitate to contact us.
Sincerely,
Linda Bergmann, Professor of English and Writing Lab Director
Tammy Conard-Salvo, Writing Lab Associate Director
Teacher and Tutor Resources
If you are having trouble locating a specific resource please visit the search page or the Site Map.
Writing Instructors
These OWL resources will help instructors develop curricula for teaching a wide range of writing. This area includes resources on teaching writing across the curriculum and teaching writing in the disciplines, as well as an index of slide presentations on teaching writing. This area also includes a link to the OWL Exercises.
Writing Tutors
These OWL resources will help writing consultants develop strategies for tutoring a wide range of writing. This area includes resources on how to run a writing conference and how to tutor students in job search documents and creative writing. This area also includes an index of slide presentations on teaching writing and a link to the OWL Exercises.
Teaching Resources
These OWL resources will help instructors use multi-media tools to teach writing. This area includes links to the OWL Podcasts, the OWL Writing Exercises, and the index pages for OWL slide presentations and workshops on writing.
Preventing Plagiarism
These OWL resources contain lesson plans and activities to help teachers instruct students on how to understand and avoid plagiarism. Activities in the "Contextualizing Plagiarism" section ask students to discuss and write about plagiarism, copyright, collaboration, authorship, and plagiarism policies. Activities in the "Avoiding Plagiarism" section ask students to differentiate among summarizing, paraphrasing, and quoting and use MLA and APA in-text citations appropriately. The resources with titles that include "Handout" provide handouts that are free to print for your students by using the print option in your web browser. The "Handout" resources correspond with the resource listed above it.
Invention: Starting the Writing Process
Summary: Tips for how to start a writing assignment.
Contributors:Stacy Weida, Karl Stolley
Last Edited: 2011-02-09 02:23:00
Writing takes time
Find out when is the assignment due and devise a plan of action. This may seem obvious and irrelevant to the writing process, but it's not. Writing is a process, not merely a product. Even the best professional writers don't just sit down at a computer, write, and call it a day. The quality of your writing will reflect the time and forethought you put into the assignment. Plan ahead for the assignment by doing pre-writing: this will allow you to be more productive and organized when you sit down to write. Also, schedule several blocks of time to devote to your writing; then, you can walk away from it for a while and come back later to make changes and revisions with a fresh mind.
Use the rhetorical elements as a guide to think through your writing
Thinking about your assignment in terms of the rhetorical situation can help guide you in the beginning of the writing process. Topic, audience, genre, style, opportunity, research, the writer, and purpose are just a few elements that make up the rhetorical situation.
Topic and audience are often very intertwined and work to inform each other. Start with a broad view of your topic such as skateboarding, pollution, or the novel Jane Eyre and then try to focus or refine your topic into a concise thesis statement by thinking about your audience. Here are some questions you can ask yourself about audience:
• Who is the audience for your writing?
• Do you think your audience is interested in the topic? Why or why not?
• Why should your audience be interested in this topic?
• What does your audience already know about this topic?
• What does your audience need to know about this topic?
• What experiences has your audience had that would influence them on this topic?
• What do you hope the audience will gain from your text?
For example, imagine that your broad topic is dorm food. Who is your audience? You could be writing to current students, prospective students, parents of students, university administrators, or nutrition experts among others. Each of these groups would have different experiences with and interests in the topic of dorm food. While students might be more concerned with the taste of the food or the hours food is available, parents might be more concerned with the price.
You can also think about opportunity as a way to refine or focus your topic by asking yourself what current events make your topic relevant at this moment. For example, you could connect the nutritional value of dorm food to the current debate about the obesity epidemic or you could connect the price value of dorm food to the rising cost of a college education overall.
Keep in mind the purpose of the writing assignment.
Writing can have many different purposes. Here are just a few examples:
• Summarizing: Presenting the main points or essence of another text in a condensed form
• Arguing/Persuading: Expressing a viewpoint on an issue or topic in an effort to convince others that your viewpoint is correct
• Narrating: Telling a story or giving an account of events
• Evaluating: Examining something in order to determine its value or worth based on a set of criteria.
• Analyzing: Breaking a topic down into its component parts in order to examine the relationships between the parts.
• Responding: Writing that is in a direct dialogue with another text.
• Examining/Investigating: Systematically questioning a topic to discover or uncover facts that are not widely known or accepted, in a way that strives to be as neutral and objective as possible.
• Observing: Helping the reader see and understand a person, place, object, image or event that you have directly watched or experienced through detailed sensory descriptions.
You could be observing your dorm cafeteria to see what types of food students are actually eating, you could be evaluating the quality of the food based on freshness and quantity, or you could be narrating a story about how you gained fifteen pounds your first year at college.
You may need to use several of these writing strategies within your paper. For example you could summarize federal nutrition guidelines, evaluate whether the food being served at the dorm fits those guidelines, and then argue that changes should be made in the menus to better fit those guidelines.
Pre-writing strategies
Once you have thesis statement just start writing! Don't feel constrained by format issues. Don't worry about spelling, grammar, or writing in complete sentences. Brainstorm and write down everything you can think of that might relate to the thesis and then reread and evaluate the ideas you generated. It's easier to cut out bad ideas than to only think of good ones. Once you have a handful of useful ways to approach the thesis you can use a basic outline structure to begin to think about organization. Remember to be flexible; this is just a way to get you writing. If better ideas occur to you as you're writing, don't be afraid to refine your original ideas.
Teaching Detailed Writing and Procedural Transitions
Media File: Teaching Detailed Writing and Procedural Transitions
This resource is enhanced by a PowerPoint file. Download the free Microsoft PowerPoint Viewer
Students new to writing lab and research reports often underestimate the importance of consistency of terminology and detail as well as appropriate and precise procedural transitions. One reason for this is that they may not clearly understand the purpose of this kind of writing beyond a school setting.
In the professional world, a lab or research report serves to both publicize new information and to give future researchers a framework for testing and applying the original researchers’ methods. As all instructors who deal with writing understand, it is difficult to reproduce the conditions of scientific publication for students. However, the following activity emphasizes the function of an audience with needs and expectations, while simplified, that mirror those of the scientific community they ought to have in mind as they write.
Activity: Describe Setting a Mousetrap
Put students into groups of two or more. Give them a standard mouse trap and ask them to write a set of directions for setting and disabling the trap. Make sure they do not have access to directions for setting mousetraps (e.g. discard the directions and limit access to the Internet). Prohibit students from using visual elements in this exercise. Students may think at first that the assignment is easy and beneath them, but will soon understand the difficulty of inventing terms that describe each part of the trap and the operations that must be performed in order to set the trap correctly and safely. Students will need at least 10-15 minutes to write the first part of the exercise. Expect a lot of noise as students verbally work on defining their terms as a group.
Next, select a volunteer to set and disable a mousetrap according to the directions of another group for the entire class. The volunteer should be provided only with the written directions of the selected group. Have the volunteer read the directions aloud as s/he attempts to set the trap and instruct him or her to follow only the directions as stated. S/he should also be instructed to let the class know when s/he is confused or cannot proceed. Chances are, the volunteer will run into problems right away. Here’s a list of common problems:
• Unclear, wordy, or imprecise descriptions
• Inconsistent use of key terms
• Missing or imprecise procedural transitions
This activity can be a good way to socialize new lab partners and simply introduce the importance of precision, consistent use of terms, and procedural transitions. If this is your aim, you can end the activity at the end of class and perhaps ask students to write a reflection of why the activity was interesting or important. You can also use this activity to introduce the challenges of writing a methods and materials section. Ask students to work with their directions over the course of a few class periods. They should be asked to revise together for accuracy and clarity and, importantly, the genre conventions of methods sections (e.g. using past tense, passive voice etc).
A good way to extend this exercise is to require students to refine their instructions and add graphics to their explanations as homework.
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Build Your Personalized Brain Training Program
1. Memory
2. Attention
3. Speed
4. Flexibility
5. Problem Solving
Your Personalized Training Program
1. Memory
Select all aspects of your memory that you want to improve
• Remembering names after the first introduction
• Keeping track of several ideas at the same time
• Learning new subjects quickly and accurately
• Recalling the location of objects
You have the power to change your brain
Scientists have discovered that the brain can reorganize itself when confronted with new challenges, even through adulthood. Based on this research, Lumosity's exercises are engineered to train a range of cognitive functions, from working memory to fluid intelligence.
2. Attention
Select all aspects of your attention that you want to improve
• Avoiding distractions
• Concentrating while learning something new
• Maintaining focus on important tasks all day
• Improving productivity and precision at work or home
Scientifically demonstrated benefits
Scientific studies have shown that Lumosity training can improve your ability to dynamically allocate attention, which sharpens memory and processing skills.
3. Speed
Select all aspects of your processing speed that you want to improve
• Adapting to changing environments
• Speeding up cognitive processes
• Reacting quickly
• Decision-making in time-sensitive situations
Designed by neuroscientists
Lumosity exercises are designed by neuroscientists and are based on independent scientific research from institutions like Harvard, Stanford and Berkeley.
4. Flexibility
Select all aspects of your mental flexibility that you want to improve
• Thinking outside the box
• Multi-tasking quickly and efficiently
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• Avoiding errors
A simple, convenient training program
Research shows that training just 10-15 minutes a day on Lumosity can lead to dramatic improvements over time.
5. Problem Solving
Select all aspects of your problem solving skills that you want to improve
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• Making quick and accurate estimations
• Dissecting complex arguments
• Determining the best course of action
Experience the benefits of Lumosity training
Lumosity users report positive and often remarkable results that include: better face-name recall, faster p• Memory
• Attention
• Speed
• Flexibility
• Problem Solving
roblem-solving skills, and a quicker memory.
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